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sciq-2883	multiple_choice	Crossover occurs between non-sister chromatids of which chromosomes?	[ "compound chromosomes", "analogous", "identical chromosomes", "homologous" ]	D		Relavent Documents: Document 0::: In genetics, the crossover value is the linked frequency of chromosomal crossover between two gene loci (markers). For a fixed set of genetic and environmental conditions, recombination in a particular region of a linkage structure (chromosome) tends to be constant and the same is then true for the crossover value which is used in the production of genetic maps. Origin in cell biology Crossover implies the exchange of chromosomal segments between non-sister chromatids, in meiosis during the production of gametes. The effect is to assort the alleles on parental chromosomes, so that the gametes carry recombinations of genes different from either parent. This has the overall effect of increasing the variety of phenotypes present in a population. The process of non-sister chromatid exchanges, including the crossover value, can be observed directly in stained cells, and indirectly by the presence or absence of genetic markers on the chromosomes. The visible crossovers are called chiasmata. The large-scale effect of crossover is to spread genetic variations within a population, as well as genetic basis for the selection of the most adaptable phenotypes. The crossover value depends on the mutual distance of the genetic loci observed. The crossover value is equal to the recombination value or fraction when the distance between the markers in question is short. See also Chromosomal crossover Genetic recombination Document 1::: Chromosomal crossover, or crossing over, is the exchange of genetic material during sexual reproduction between two homologous chromosomes' non-sister chromatids that results in recombinant chromosomes. It is one of the final phases of genetic recombination, which occurs in the pachytene stage of prophase I of meiosis during a process called synapsis. Synapsis begins before the synaptonemal complex develops and is not completed until near the end of prophase I. Crossover usually occurs when matching regions on matching chromosomes break and then reconnect to the other chromosome. Crossing over was described, in theory, by Thomas Hunt Morgan; the term crossover was coined by Morgan and Eleth Cattell. Hunt relied on the discovery of Frans Alfons Janssens who described the phenomenon in 1909 and had called it "chiasmatypie". The term chiasma is linked, if not identical, to chromosomal crossover. Morgan immediately saw the great importance of Janssens' cytological interpretation of chiasmata to the experimental results of his research on the heredity of Drosophila. The physical basis of crossing over was first demonstrated by Harriet Creighton and Barbara McClintock in 1931. The linked frequency of crossing over between two gene loci (markers) is the crossing-over value. For fixed set of genetic and environmental conditions, recombination in a particular region of a linkage structure (chromosome) tends to be constant and the same is then true for the crossing-over value which is used in the production of genetic maps. When Hotta et al. in 1977 compared meiotic crossing-over (recombination) in lily and mouse they concluded that diverse eukaryotes share a common pattern. This finding suggested that chromosomal crossing over is a general characteristic of eukaryotic meiosis. Origins There are two popular and overlapping theories that explain the origins of crossing-over, coming from the different theories on the origin of meiosis. The first theory rests upon the idea t Document 2::: In genetics, pseudolinkage is a characteristic of a heterozygote for a reciprocal translocation, in which genes located near the translocation breakpoint behave as if they are linked even though they originated on nonhomologous chromosomes. Linkage is the proximity of two or more markers on a chromosome; the closer together the markers are, the lower the probability that they will be separated by recombination. Genes are said to be linked when the frequency of parental type progeny exceeds that of recombinant progeny. Not occur in translocation homozygote During meiosis in a translocation homozygote, chromosomes segregate normally according to Mendelian principles. Even though the genes have been rearranged during crossover, both haploid sets of chromosomes in the individual have the same rearrangement. As a result, all chromosomes will find a single partner with which to pair at meiosis, and there will be no deleterious consequences for the progeny. In translocation heterozygote In translocation heterozygote, however, certain patterns of chromosome segregation during meiosis produce genetically unbalanced gametes that at fertilization become deleterious to the zygote. In a translocation heterozygote, the two haploid sets of chromosomes do not carry the same arrangement of genetic information. As a result, during prophase of the first meiotic division, the translocated chromosomes and their normal homologs assume a crosslike configuration in which four chromosomes, rather than the normal two, pair to achieve a maximum of synapsis between similar regions. We denote the chromosomes carrying translocated material with a T and the chromosomes with a normal order of genes with an N. Chromosomes N1 and T1 have homologous centromeres found in wild type on chromosome 1; N2 and T2 have centromeres found in wild type on chromosome 2. During anaphase of meiosis I, the mechanisms that attach the spindle to the chromosomes in this crosslike configuration still usually ens Document 3::: A chromatid (Greek khrōmat- 'color' + -id) is one half of a duplicated chromosome. Before replication, one chromosome is composed of one DNA molecule. In replication, the DNA molecule is copied, and the two molecules are known as chromatids. During the later stages of cell division these chromatids separate longitudinally to become individual chromosomes. Chromatid pairs are normally genetically identical, and said to be homozygous. However, if mutations occur, they will present slight differences, in which case they are heterozygous. The pairing of chromatids should not be confused with the ploidy of an organism, which is the number of homologous versions of a chromosome. Sister chromatids Chromatids may be sister or non-sister chromatids. A sister chromatid is either one of the two chromatids of the same chromosome joined together by a common centromere. A pair of sister chromatids is called a dyad. Once sister chromatids have separated (during the anaphase of mitosis or the anaphase II of meiosis during sexual reproduction), they are again called chromosomes, each having the same genetic mass as one of the individual chromatids that made up its parent. The DNA sequence of two sister chromatids is completely identical (apart from very rare DNA copying errors). Sister chromatid exchange (SCE) is the exchange of genetic information between two sister chromatids. SCEs can occur during mitosis or meiosis. SCEs appear to primarily reflect DNA recombinational repair processes responding to DNA damage (see articles Sister chromatids and Sister chromatid exchange). Non-sister chromatids, on the other hand, refers to either of the two chromatids of paired homologous chromosomes, that is, the pairing of a paternal chromosome and a maternal chromosome. In chromosomal crossovers, non-sister (homologous) chromatids form chiasmata to exchange genetic material during the prophase I of meiosis (See Homologous chromosome pair). See also Kinetochore Document 4::: A sister chromatid refers to the identical copies (chromatids) formed by the DNA replication of a chromosome, with both copies joined together by a common centromere. In other words, a sister chromatid may also be said to be 'one-half' of the duplicated chromosome. A pair of sister chromatids is called a dyad. A full set of sister chromatids is created during the synthesis (S) phase of interphase, when all the chromosomes in a cell are replicated. The two sister chromatids are separated from each other into two different cells during mitosis or during the second division of meiosis. Compare sister chromatids to homologous chromosomes, which are the two different copies of a chromosome that diploid organisms (like humans) inherit, one from each parent. Sister chromatids are by and large identical (since they carry the same alleles, also called variants or versions, of genes) because they derive from one original chromosome. An exception is towards the end of meiosis, after crossing over has occurred, because sections of each sister chromatid may have been exchanged with corresponding sections of the homologous chromatids with which they are paired during meiosis. Homologous chromosomes might or might not be the same as each other because they derive from different parents. There is evidence that, in some species, sister chromatids are the preferred template for DNA repair. Sister chromatid cohesion is essential for the correct distribution of genetic information between daughter cells and the repair of damaged chromosomes. Defects in this process may lead to aneuploidy and cancer, especially when checkpoints fail to detect DNA damage or when incorrectly attached mitotic spindles do not function properly. Mitosis Mitotic recombination is primarily a result of DNA repair processes responding to spontaneous or induced damages. Homologous recombinational repair during mitosis is largely limited to interaction between nearby sister chromatids that are present in a ce The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Crossover occurs between non-sister chromatids of which chromosomes? A. compound chromosomes B. analogous C. identical chromosomes D. homologous Answer:
sciq-7269	multiple_choice	When do female reproductive organs mature?	[ "at birth", "periomenopause", "at puberty", "at menopause" ]	C		Relavent Documents: Document 0::: Reproductive biology includes both sexual and asexual reproduction. Reproductive biology includes a wide number of fields: Reproductive systems Endocrinology Sexual development (Puberty) Sexual maturity Reproduction Fertility Human reproductive biology Endocrinology Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands. Reproductive systems Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring. Female reproductive system The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth. These structures include: Ovaries Oviducts Uterus Vagina Mammary Glands Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female. Male reproductive system The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia. Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract. Animal Reproductive Biology Animal reproduction oc Document 1::: The human reproductive system includes the male reproductive system which functions to produce and deposit sperm; and the female reproductive system which functions to produce egg cells, and to protect and nourish the fetus until birth. Humans have a high level of sexual differentiation. In addition to differences in nearly every reproductive organ, there are numerous differences in typical secondary sex characteristics. Human reproduction usually involves internal fertilization by sexual intercourse. In this process, the male inserts his penis into the female's vagina and ejaculates semen, which contains sperm. A small proportion of the sperm pass through the cervix into the uterus, and then into the fallopian tubes for fertilization of the ovum. Only one sperm is required to fertilize the ovum. Upon successful fertilization, the fertilized ovum, or zygote, travels out of the fallopian tube and into the uterus, where it implants in the uterine wall. This marks the beginning of gestation, better known as pregnancy, which continues for around nine months as the fetus develops. When the fetus has developed to a certain point, pregnancy is concluded with childbirth, involving labor. During labor, the muscles of the uterus contract and the cervix dilates over the course of hours, and the baby passes out of the vagina. Human infants are completely dependent on their caregivers, and require high levels of parental care. Infants rely on their caregivers for comfort, cleanliness, and food. Food may be provided by breastfeeding or formula feeding. Structure Female The human female reproductive system is a series of organs primarily located inside the body and around the pelvic region of a female that contribute towards the reproductive process. The human female reproductive system contains three main parts: the vulva, which leads to the vagina, the vaginal opening, to the uterus; the uterus, which holds the developing fetus; and the ovaries, which produce the female's o Document 2::: The corpus albicans (Latin for "whitening body"; also known as atretic corpus luteum, corpus candicans, or simply as albicans) is the regressed form of the corpus luteum. As the corpus luteum is being broken down by macrophages, fibroblasts lay down type I collagen, forming the corpus albicans. This process is called "luteolysis". The remains of the corpus albicans may persist as a scar on the surface of the ovary. Background During the first few hours after expulsion of the ovum from the follicle, the remaining granulosa and theca interna cells change rapidly into lutein cells. They enlarge in diameter two or more times and become filled with lipid inclusions that give them a yellowish appearance. This process is called luteinization, and the total mass of cells together is called the corpus luteum. A well-developed vascular supply also grows into the corpus luteum. The granulosa cells in the corpus luteum develop extensive intracellular smooth endoplasmic reticula that form large amounts of the female sex hormones progesterone and estrogen (more progesterone than estrogen during the luteal phase). The theca cells form mainly the androgens androstenedione and testosterone. These hormones may then be converted by aromatase in the granulosa cells into estrogens, including estradiol. The corpus luteum normally grows to about 1.5 centimeters in diameter, reaching this stage of development 7 to 8 days after ovulation. Then it begins to involute and eventually loses its secretory function and its yellowish, lipid characteristic about 12 days after ovulation, becoming the corpus albicans. In the ensuing weeks, this is replaced by connective tissue and over months is reabsorbed. Document 3::: Involution is the shrinking or return of an organ to a former size. At a cellular level, involution is characterized by the process of proteolysis of the basement membrane (basal lamina), leading to epithelial regression and apoptosis, with accompanying stromal fibrosis. The consequent reduction in cell number and reorganization of stromal tissue leads to the reduction in the size of the organ. Examples Thymus The thymus continues to grow between birth and puberty and then begins to atrophy, a process directed by the high levels of circulating sex hormones. Proportional to thymic size, thymic activity (T cell output) is most active before puberty. Upon atrophy, the size and activity are dramatically reduced, and the organ is primarily replaced with fat. The atrophy is due to the increased circulating level of sex hormones, and chemical or physical castration of an adult results in the thymus increasing in size and activity. Uterus Involution is the process by which the uterus is transformed from pregnant to non-pregnant state. This period is characterized by the restoration of ovarian function in order to prepare the body for a new pregnancy. It is a physiological process occurring after parturition; the hypertrophy of the uterus has to be undone since it does not need to house the fetus anymore. This process is primarily due to the hormone oxytocin. The completion of this period is defined as when the diameter of the uterus returns to the size it is normally during a woman's menstrual cycle. Mammary gland During pregnancy until after birth, mammary glands grow steadily to a size required for optimal milk production. At the end of breastfeeding, the number of cells in the mammary gland becomes reduced until approximately the same number is reached as before the start of pregnancy. See also Subinvolution Document 4::: Sexual maturity is the capability of an organism to reproduce. In humans, it is related to both puberty and adulthood. However, puberty is the process of biological sexual maturation, while the concept of adulthood is generally based on broader cultural definitions. Most multicellular organisms are unable to sexually reproduce at birth (animals) or germination (e.g. plants): depending on the species, it may be days, weeks, or years until they have developed enough to be able to do so. Also, certain cues may trigger an organism to become sexually mature. They may be external, such as drought (certain plants), or internal, such as percentage of body fat (certain animals). (Such internal cues are not to be confused with hormones, which directly produce sexual maturity – the production/release of those hormones is triggered by such cues.) Role of reproductive organs Sexual maturity is brought about by a maturing of the reproductive organs and the production of gametes. It may also be accompanied by a growth spurt or other physical changes which distinguish the immature organism from its adult form. In animals these are termed secondary sex characteristics, and often represent an increase in sexual dimorphism. After sexual maturity is achieved, some organisms become infertile, or even change their sex. Some organisms are hermaphrodites and may or may not be able to "completely" mature and/or to produce viable offspring. Also, while in many organisms sexual maturity is strongly linked to age, many other factors are involved, and it is possible for some to display most or all of the characteristics of the adult form without being sexually mature. Conversely it is also possible for the "immature" form of an organism to reproduce. This is called progenesis, in which sexual development occurs faster than other physiological development (in contrast, the term neoteny refers to when non-sexual development is slowed – but the result is the same - the retention of juvenile c The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. When do female reproductive organs mature? A. at birth B. periomenopause C. at puberty D. at menopause Answer:
sciq-90	multiple_choice	Sexual reproduction involves haploid gametes and produces a diploid zygote through what process?	[ "fertilization", "infection", "sedimentation", "vivisection" ]	A		Relavent Documents: Document 0::: 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 1::: Gametogenesis is a biological process by which diploid or haploid precursor cells undergo cell division and differentiation to form mature haploid gametes. Depending on the biological life cycle of the organism, gametogenesis occurs by meiotic division of diploid gametocytes into various gametes, or by mitosis. For example, plants produce gametes through mitosis in gametophytes. The gametophytes grow from haploid spores after sporic meiosis. The existence of a multicellular, haploid phase in the life cycle between meiosis and gametogenesis is also referred to as alternation of generations. It is the biological process of gametogenesis; cells that are haploid or diploid divide to create other cells. matured haploid gametes. It can take place either through mitosis or meiotic division of diploid gametocytes into different depending on an organism's biological life cycle, gametes. For instance, gametophytes in plants undergo mitosis to produce gametes. Both male and female have different forms. In animals Animals produce gametes directly through meiosis from diploid mother cells in organs called gonads (testis in males and ovaries in females). In mammalian germ cell development, sexually dimorphic gametes differentiates into primordial germ cells from pluripotent cells during initial mammalian development. Males and females of a species that reproduce sexually have different forms of gametogenesis: spermatogenesis (male): Immature germ cells are produced in a man's testes. To mature into sperms, males' immature germ cells, or spermatogonia, go through spermatogenesis during adolescence. Spermatogonia are diploid cells that become larger as they divide through mitosis. These primary spermatocytes. These diploid cells undergo meiotic division to create secondary spermatocytes. These secondary spermatocytes undergo a second meiotic division to produce immature sperms or spermatids. These spermatids undergo spermiogenesis in order to develop into sperm. LH, FSH, GnRH Document 2::: 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 3::: In biology and genetics, the germline is the population of a multicellular organism's cells that pass on their genetic material to the progeny (offspring). In other words, they are the cells that form the egg, sperm and the fertilised egg. They are usually differentiated to perform this function and segregated in a specific place away from other bodily cells. As a rule, this passing-on happens via a process of sexual reproduction; typically it is a process that includes systematic changes to the genetic material, changes that arise during recombination, meiosis and fertilization for example. However, there are many exceptions across multicellular organisms, including processes and concepts such as various forms of apomixis, autogamy, automixis, cloning or parthenogenesis. The cells of the germline are called germ cells. For example, gametes such as a sperm and an egg are germ cells. So are the cells that divide to produce gametes, called gametocytes, the cells that produce those, called gametogonia, and all the way back to the zygote, the cell from which an individual develops. In sexually reproducing organisms, cells that are not in the germline are called somatic cells. According to this view, mutations, recombinations and other genetic changes in the germline may be passed to offspring, but a change in a somatic cell will not be. This need not apply to somatically reproducing organisms, such as some Porifera and many plants. For example, many varieties of citrus, plants in the Rosaceae and some in the Asteraceae, such as Taraxacum, produce seeds apomictically when somatic diploid cells displace the ovule or early embryo. In an earlier stage of genetic thinking, there was a clear distinction between germline and somatic cells. For example, August Weismann proposed and pointed out, a germline cell is immortal in the sense that it is part of a lineage that has reproduced indefinitely since the beginning of life and, barring accident, could continue doing so indef Document 4::: Male (symbol: ♂) is the sex of an organism that produces the gamete (sex cell) known as sperm, which fuses with the larger female gamete, or ovum, in the process of fertilization. A male organism cannot reproduce sexually without access to at least one ovum from a female, but some organisms can reproduce both sexually and asexually. Most male mammals, including male humans, have a Y chromosome, which codes for the production of larger amounts of testosterone to develop male reproductive organs. In humans, the word male can also be used to refer to gender, in the social sense of gender role or gender identity. The use of "male" in regard to sex and gender has been subject to discussion. Overview The existence of separate sexes has evolved independently at different times and in different lineages, an example of convergent evolution. The repeated pattern is sexual reproduction in isogamous species with two or more mating types with gametes of identical form and behavior (but different at the molecular level) to anisogamous species with gametes of male and female types to oogamous species in which the female gamete is very much larger than the male and has no ability to move. There is a good argument that this pattern was driven by the physical constraints on the mechanisms by which two gametes get together as required for sexual reproduction. Accordingly, sex is defined across species by the type of gametes produced (i.e.: spermatozoa vs. ova) and differences between males and females in one lineage are not always predictive of differences in another. Male/female dimorphism between organisms or reproductive organs of different sexes is not limited to animals; male gametes are produced by chytrids, diatoms and land plants, among others. In land plants, female and male designate not only the female and male gamete-producing organisms and structures but also the structures of the sporophytes that give rise to male and female plants. Evolution The evolution of ani The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Sexual reproduction involves haploid gametes and produces a diploid zygote through what process? A. fertilization B. infection C. sedimentation D. vivisection Answer:
sciq-5529	multiple_choice	What is the main ingredient of mothballs?	[ "hydrocarbon naphthalene", "ionized naphthalene", "processed naphthalene", "stable naphthalene" ]	A		Relavent Documents: Document 0::: Mothballs are small balls of chemical pesticide and deodorant, sometimes used when storing clothing and other materials susceptible to damage from mold or moth larvae (especially clothes moths like Tineola bisselliella). Composition Older mothballs consisted primarily of naphthalene, but due to naphthalene's flammability, many modern mothball formulations instead use 1,4-dichlorobenzene. The latter formulation may be somewhat less flammable, although both chemicals have the same NFPA 704 rating for flammability. The latter chemical is also variously labeled as para-dichlorobenzene, p-dichlorobenzene, pDCB, or PDB, making it harder to identify unless all these names and initialisms are known to a potential purchaser. Both of these formulations have the strong, pungent, sickly-sweet odor often associated with mothballs. Both naphthalene and 1,4-dichlorobenzene undergo sublimation, meaning that they transition from a solid state directly into a gas; this gas is toxic to moths and moth larvae. Due to the health risks of 1,4-dichlorobenzene, and flammability of naphthalene, other substances like camphor are sometimes used. Uses Mothballs are stored in air-tight bags made of a non-reactive plastic such as polyethylene or polypropylene (other plastics may be degraded or softened). The clothing to be protected should be sealed within airtight containers; otherwise the vapors will tend to escape into the surrounding environment. Manufacturer's instructions regularly warn against using mothballs for any purpose other than those specified by the packaging, as such uses are not only harmful and noxious, they are also frequently considered illegal. Although occasionally used as snake repellent, mothball use as a rodent, squirrel, or bat repellent is illegal in many areas, and tends to cause more annoyance and hazard to humans than to the target pest. However, mothballs continue to be advertised as squirrel repellent and are an ingredient in some commercial vermin and snake Document 1::: Reduction Reduction of ethyl acetoacetate gives ethyl 3-hydroxybutyrate. Transesterification Ethyl acetoacetate transesterifies to give benzyl acetoacetate via a mechanism involving acetylketene. Ethyl (and other) acetoacetates nitrosate readily with equimolar Document 2::: Ethanethiol, commonly known as ethyl mercaptan, is an organosulfur compound with the formula CH3CH2SH. is a colorless liquid with a distinct odor. Abbreviated EtSH, it consists of an ethyl group (Et), CH3CH2, attached to a thiol group, SH. Its structure parallels that of ethanol, but with sulfur in place of oxygen. The odor of EtSH is infamous. Ethanethiol is more volatile than ethanol due to a diminished ability to engage in hydrogen bonding. Ethanethiol is toxic in high concentrations. It occurs naturally as a minor component of petroleum, and may be added to otherwise odorless gaseous products such as liquefied petroleum gas (LPG) to help warn of gas leaks. At these concentrations, ethanethiol is not harmful. Preparation Ethanethiol is prepared by the reaction of ethylene with hydrogen sulfide in the presence of various catalysts. It is also prepared commercially by the reaction of ethanol with hydrogen sulfide gas over an acidic solid catalyst, such as alumina. Historic methods Ethanethiol was originally reported by Zeise in 1834. Zeise treated calcium ethyl sulfate with a suspension of barium sulfide saturated with hydrogen sulfide. He is credited with naming the C2H5S- group as mercaptum. Ethanethiol can also be prepared by a halide displacement reaction, where ethyl halide is treated with aqueous sodium bisulfide. This conversion was demonstrated as early as 1840 by Henri Victor Regnault. Odor Ethanethiol has a strongly disagreeable odor that humans can detect in minute concentrations. The threshold for human detection is as low as one part in 2.8 billion parts of air (0.36 parts per billion). Its odor resembles that of leeks, onions, durian or cooked cabbage. Employees of the Union Oil Company of California reported first in 1938 that turkey vultures would gather at the site of any gas leak. After finding that this was caused by traces of ethanethiol in the gas it was decided to boost the amount of ethanethiol in the gas, to make detection of leaks Document 3::: Tetraiodoethylene (TIE), or diiodoform, is the periodinated analogue of ethylene with the chemical formula . It is a decomposition product of carbon tetraiodide and diiodoacetylene. It is an odourless yellow crystalline solid that is soluble in benzene and chloroform, and insoluble in water. It has been used as an antiseptic and a component in pesticide and fungicide formulations. Tetraiodoethylene reacts with ethylamine to give ethylamine di-tetraiodoethylene, EtNH2.(C2I4)2, and ethylaminetetraiodoethylene. Tetraiodoethylene and iodine pentafluoride yield iodopentafluoroethane. Tetraiodoethylene turns brown and emits a "characteristic" odour due to decomposition when exposed to light. History Tetraiodoethylene was discovered by Baeyer in 1885. It was proposed as an antiseptic under the name Diiodoform, in 1893 by M. L. Maquenne and Taine. It was an alternative to iodoform which has a strong and persistent odour that caused difficulties for physicians in private practices. Synthesis Tetraiodoethylene can be made by the iodination of calcium carbide: Diiodoacetylene is a byproduct of the reaction which can later be iodinated to TIE. The action of aqueous solution of potassium hydroxide and iodine on barium carbide in chloroform or benzene can also give TIE. Another synthesis involves mixing separate solutions of diiodoacetylene and iodine in carbon disulphide. Tetraiodoethylene would be left as a residue after carbon disulphide was evaporated. See also 1,2-Diiodoethylene Triiodoethylene Tetrafluoroethylene Tetrachloroethylene Tetrabromoethylene Document 4::: With one molar equivalent of anhydrous HCl, the simple addition product 6a can be formed at low temperature in the presence of diethyl ether, but it is very unstable. At normal temperatures, or if no ether is present, the major product is bornyl chloride 6b, along with a small amount of fenchyl chloride 6c. For many years 6b (also called "artificial camphor") was referred to as "pinene hydrochloride", until it was confirmed as identical with bornyl chloride made from camphene. If more HCl is used, achiral 7 (dipentene hydrochloride) is the major product along with some 6b. Nitrosyl chloride followed by base leads to the oxime 8 which can be reduced to "pinylamine" 9. Both 8 and 9 are stable compounds containing an intact four-membered ring, a The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the main ingredient of mothballs? A. hydrocarbon naphthalene B. ionized naphthalene C. processed naphthalene D. stable naphthalene Answer:
sciq-9249	multiple_choice	An example of a variable relating to the ramp is its what?	[ "mass", "steepness", "weight", "color" ]	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::: The Mathematics Subject Classification (MSC) is an alphanumerical classification scheme that has collaboratively been produced by staff of, and based on the coverage of, the two major mathematical reviewing databases, Mathematical Reviews and Zentralblatt MATH. The MSC is used by many mathematics journals, which ask authors of research papers and expository articles to list subject codes from the Mathematics Subject Classification in their papers. The current version is MSC2020. Structure The MSC is a hierarchical scheme, with three levels of structure. A classification can be two, three or five digits long, depending on how many levels of the classification scheme are used. The first level is represented by a two-digit number, the second by a letter, and the third by another two-digit number. For example: 53 is the classification for differential geometry 53A is the classification for classical differential geometry 53A45 is the classification for vector and tensor analysis First level At the top level, 64 mathematical disciplines are labeled with a unique two-digit number. In addition to the typical areas of mathematical research, there are top-level categories for "History and Biography", "Mathematics Education", and for the overlap with different sciences. Physics (i.e. mathematical physics) is particularly well represented in the classification scheme with a number of different categories including: Fluid mechanics Quantum mechanics Geophysics Optics and electromagnetic theory All valid MSC classification codes must have at least the first-level identifier. Second level The second-level codes are a single letter from the Latin alphabet. These represent specific areas covered by the first-level discipline. The second-level codes vary from discipline to discipline. For example, for differential geometry, the top-level code is 53, and the second-level codes are: A for classical differential geometry B for local differential geometry C for glo Document 3::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 4::: The 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. An example of a variable relating to the ramp is its what? A. mass B. steepness C. weight D. color Answer:
sciq-11201	multiple_choice	Which type of diabetes is more common?	[ "type 2", "juvenile diabetes", "type 1", "gestational diabetes" ]	A		Relavent Documents: Document 0::: Type 1 diabetes (T1D), formerly known as juvenile diabetes, is an autoimmune disease that originates when cells that make insulin (beta cells) are destroyed by the immune system. Insulin is a hormone required for the cells to use blood sugar for energy and it helps regulate glucose levels in the bloodstream. Before treatment this results in high blood sugar levels in the body. The common symptoms of this elevated blood sugar are frequent urination, increased thirst, increased hunger, weight loss, and other serious complications. Additional symptoms may include blurry vision, tiredness, and slow wound healing. Symptoms typically develop over a short period of time, often a matter of weeks if not months. The cause of type 1 diabetes is unknown, but it is believed to involve a combination of genetic and environmental factors. The underlying mechanism involves an autoimmune destruction of the insulin-producing beta cells in the pancreas. Diabetes is diagnosed by testing the level of sugar or glycated hemoglobin (HbA1C) in the blood. Type 1 diabetes can typically be distinguished from type 2 by testing for the presence of autoantibodies and/or declining levels/absence of C-peptide. There is no known way to prevent type 1 diabetes. Treatment with insulin is required for survival. Insulin therapy is usually given by injection just under the skin but can also be delivered by an insulin pump. A diabetic diet and exercise are important parts of management. If left untreated, diabetes can cause many complications. Complications of relatively rapid onset include diabetic ketoacidosis and nonketotic hyperosmolar coma. Long-term complications include heart disease, stroke, kidney failure, foot ulcers and damage to the eyes. Furthermore, since insulin lowers blood sugar levels, complications may arise from low blood sugar if more insulin is taken than necessary. Type 1 diabetes makes up an estimated 5–10% of all diabetes cases. The number of people affected globally is unknown Document 1::: Diabetes Hands Foundation was a 501(c)(3) non-profit organization based in Berkeley, California, founded in 2008. It was funded through sponsorship income, donations, grants, and earned income. Diabetes Hands Foundation closed in June 2017, nine years from its founding, handing the administration of its online community programming off to fellow nonprofit Beyond Type 1. Programs Online Communities TuDiabetes (in English) and EsTuDiabetes (in Spanish) are social networks for people touched by diabetes. The sites were established in 2007 as the first social networks for people with diabetes and their families. TuDiabetes and EsTuDiabetes have more than 65,000 registered members and are visited by over 200,000 people per month. Initially built on the Ning platform, both nonprofit online communities were moved to the Discourse platform in 2015 to continue helping patients live with diabetes without feeling alone. Between 2010 and 2013, Diabetes Hands Foundation partnered with Children's Hospital Boston to develop TuAnalyze (in English) and EsTuAnalisis (in Spanish), two diabetes data collection, mapping, and surveying applications. Members of the online communities could submit their hemoglobin A1C data to be aggregated and displayed on maps. The project's goal was to rapidly survey and better understand populations of people with diabetes through data donations. A research paper detailing the first lessons learned in connection with TuAnalyze was published in the Public Library of Science in 2011, and many other survey results have been published by the Boston research team. Big Blue Test The Big Blue Test was a program started by Diabetes Hands Foundation to raise awareness of the importance of exercise for people with diabetes. The program took place leading up to World Diabetes Day (November 14). It reinforced the importance of exercise in managing diabetes by having participants test their blood sugar, get active, test again, and share the results online. Document 2::: Thrifty phenotype refers to the correlation between low birth weight of neonates and the increased risk of developing metabolic syndromes later in life, including type 2 diabetes and cardiovascular diseases. Although early life undernutrition is thought to be the key driving factor to the hypothesis, other environmental factors have been explored for their role in susceptibility, such as physical inactivity. Genes may also play a role in susceptibility of these diseases, as they may make individuals predisposed to factors that lead to increased disease risk. Historical overview The term thrifty phenotype was first coined by Charles Nicholas Hales and David Barker in a study published in 1992. In their study, the authors reviewed the literature up to and addressed five central questions regarding role of different factors in type 2 diabetes on which they based their hypothesis. These questions included the following: The role of beta cell deficiency in type 2 diabetes. The extent to which beta cell deficiency contributes to insulin intolerance. The role of major nutritional elements in fetal growth. The role of abnormal amino acid supply in growth limited neonates. The role of malnutrition in irreversibly defective beta cell growth. From the review of the existing literature, they posited that poor nutritional status in fetal and early neonatal stages could hamper the development and proper functioning of the pancreatic beta cells by impacting structural features of islet anatomy, which could consequently make the individual more susceptible to the development of type 2 diabetes in later life. However, they did not exclude other causal factors such as obesity, ageing and physical inactivity as determining factors of type 2 diabetes. In a later study, Barker et al. analyzed living patient data from Hertfordshire, UK, and found that men in their sixties having low birthweight (2.95 kg or less) were 10 times more likely to develop syndrome X (type 2 diabetes, Document 3::: Type 3c diabetes (also known as pancreatogenic diabetes) is diabetes that comes secondary to pancreatic diseases, involving the exocrine and digestive functions of the pancreas. It also occurs following surgical removal of the pancreas. Around 5–10% of cases of diabetes in the Western world are related to pancreatic diseases. Chronic pancreatitis is most often the cause. Presentation The symptoms of Type 3c diabetes are the same as other forms of diabetes. They include: Increased thirst (polydipsia) and dry mouth. Frequent urination. Fatigue. Blurred vision. Unexplained weight loss. Numbness or tingling in your hands or feet. Slow-healing sores or cuts. Frequent skin and/or vaginal yeast infections. People with Type 3c diabetes typically also have symptoms of exocrine pancreatic insufficiency, which include: Abdominal pain, gas and bloating. Constipation. Diarrhoea. Fatty stools (pale, oily, foul-smelling poop that floats). Unexplained weight loss. It’s important to see a healthcare provider if you have these symptoms. The same complications that occur for other types of diabetics (type 1 and type 2) may occur for type 3c diabetics. These include retinopathy, nephropathy, neuropathy, and cardiovascular disease. Patients with this condition are advised to follow the same risk-reduction guidelines as the other diabetics do and keep blood sugars as normal as possible to minimize any complications. Cause There are multiple causes. Some of which identified are: Pancreatic disease Pancreatic resection Chronic pancreatitis (caused by exocrine insufficiency, maldigestion, and malnutrition). Lacking genes in the E2F group. In 2021, Venturi reported that pancreas is able to absorb in great quantity radioactive cesium (Cs-134 and Cs-137) causing a severe and permanent pancreatitis with damage of pancreatic islands, and causing (type 3c) diabetes (pancreatogenic). In fact, type 3c diabetes mellitus increased in contaminated population, particularly children and a Document 4::: 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. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which type of diabetes is more common? A. type 2 B. juvenile diabetes C. type 1 D. gestational diabetes Answer:
sciq-10986	multiple_choice	What does an underwater spider use to breathe and keep alive?	[ "metallic air bubble", "shiny air bubble", "gills", "forehead air bubble" ]	B		Relavent Documents: Document 0::: Pseudoplanktonic organisms are those that attach themselves to planktonic organisms or other floating objects, such as drifting wood, buoyant shells of organisms such as Spirula, or man-made flotsam. Examples include goose barnacles and the bryozoan Jellyella. By themselves these animals cannot float, which contrasts them with true planktonic organisms, such as Velella and the Portuguese Man o' War, which are buoyant. Pseudoplankton are often found in the guts of filtering zooplankters. Document 1::: A branchiostegal lung is a respiration organ used by some air-breathing arthropods. It is one of the most significant adaptations of some crabs and hermit crabs such as the coconut crab to their terrestrial habitats. The branchiostegal (gill) tissue is supported by folds or other mechanisms to increase surface area and are of a similar tissue to that normally found in gills. In this case, the lung is more suited to the absorption of oxygen from air, rather than water. Instead of branchiostegal lungs, some terrestrial hermit crabs (Coenobita) possess multiple gills and small lungs, with other varieties of gas diffusion methods supporting the transition from aquatic to terrestrial dwelling. The developmental shift from water diffusion "gills" to air perfusion "lungs" may have been related to the need for reduced rates of water loss in air. Document 2::: Aquatic respiration is the process whereby an aquatic organism exchanges respiratory gases with water, obtaining oxygen from oxygen dissolved in water and excreting carbon dioxide and some other metabolic waste products into the water. Unicellular and simple small organisms In very small animals, plants and bacteria, simple diffusion of gaseous metabolites is sufficient for respiratory function and no special adaptations are found to aid respiration. Passive diffusion or active transport are also sufficient mechanisms for many larger aquatic animals such as many worms, jellyfish, sponges, bryozoans and similar organisms. In such cases, no specific respiratory organs or organelles are found. Higher plants Although higher plants typically use carbon dioxide and excrete oxygen during photosynthesis, they also respire and, particularly during darkness, many plants excrete carbon dioxide and require oxygen to maintain normal functions. In fully submerged aquatic higher plants specialised structures such as stoma on leaf surfaces to control gas interchange. In many species, these structures can be controlled to be open or closed depending on environmental conditions. In conditions of high light intensity and relatively high carbonate ion concentrations, oxygen may be produced in sufficient quantities to form gaseous bubbles on the surface of leaves and may produce oxygen super-saturation in the surrounding water body. Animals All animals that practice truly aquatic respiration are poikilothermic. All aquatic homeothermic animals and birds including cetaceans and penguins are air breathing despite a fully aquatic life-style. Echinoderms Echinoderms have a specialised water vascular system which provides a number of functions including providing the hydraulic power for tube feet but also serves to convey oxygenated sea water into the body and carry waste water out again. In many genera, the water enters through a madreporite, a sieve like structure on the upper surfac Document 3::: Undulatory locomotion is the type of motion characterized by wave-like movement patterns that act to propel an animal forward. Examples of this type of gait include crawling in snakes, or swimming in the lamprey. Although this is typically the type of gait utilized by limbless animals, some creatures with limbs, such as the salamander, forgo use of their legs in certain environments and exhibit undulatory locomotion. In robotics this movement strategy is studied in order to create novel robotic devices capable of traversing a variety of environments. Environmental interactions In limbless locomotion, forward locomotion is generated by propagating flexural waves along the length of the animal's body. Forces generated between the animal and surrounding environment lead to a generation of alternating sideways forces that act to move the animal forward. These forces generate thrust and drag. Hydrodynamics Simulation predicts that thrust and drag are dominated by viscous forces at low Reynolds numbers and inertial forces at higher Reynolds numbers. When the animal swims in a fluid, two main forces are thought to play a role: Skin Friction: Generated due to the resistance of a fluid to shearing and is proportional to speed of the flow. This dominates undulatory swimming in spermatozoa and the nematode Form Force: Generated by the differences in pressure on the surface of the body and it varies with the square of flow speed. At low Reynolds number (Re~100), skin friction accounts for nearly all of the thrust and drag. For those animals which undulate at intermediate Reynolds number (Re~101), such as the Ascidian larvae, both skin friction and form force account for the production of drag and thrust. At high Reynolds number (Re~102), both skin friction and form force act to generate drag, but only form force produces thrust. Kinematics In animals that move without use of limbs, the most common feature of the locomotion is a rostral to caudal wave that travel Document 4::: Several organisms are capable of rolling locomotion. However, true wheels and propellers—despite their utility in human vehicles—do not play a significant role in the movement of living things (with the exception of certain flagella, which work like corkscrews). Biologists have offered several explanations for the apparent absence of biological wheels, and wheeled creatures have appeared often in speculative fiction. Given the ubiquity of the wheel in human technology, and the existence of biological analogues of many other technologies (such as wings and lenses), the lack of wheels in the natural world would seem to demand explanation—and the phenomenon is broadly explained by two main factors. First, there are several developmental and evolutionary obstacles to the advent of a wheel by natural selection, addressing the question "Why can't life evolve wheels?" Secondly, wheels are often at a competitive disadvantage when compared with other means of propulsion (such as walking, running, or slithering) in natural environments, addressing the question "If wheels evolve, why might they be rare nonetheless?" This environment-specific disadvantage also explains why humans abandoned the wheel in certain regions at least once in history. Known instances of rotation in biology There exist two distinct modes of locomotion using rotation: first, simple rolling; and second, the use of wheels or propellers, which spin on an axle or shaft, relative to a fixed body. While many creatures employ the former mode, the latter is restricted to microscopic, single-celled organisms. Rolling Some organisms use rolling as a means of locomotion. These examples do not constitute the use of a wheel, as the organism rotates as a whole, rather than employing separate parts which rotate independently. Several species of elongate organisms form their bodies into a loop to roll, including certain caterpillars (which do so to escape danger), tiger beetle larvae, myriapods, mantis shrimp, Arm The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What does an underwater spider use to breathe and keep alive? A. metallic air bubble B. shiny air bubble C. gills D. forehead air bubble Answer:
sciq-4477	multiple_choice	Chloroplasts and chromoplasts are examples of which membrane bound organelle containing their own dna?	[ "plastids", "bacteria", "polymers", "chromosomes" ]	A		Relavent Documents: Document 0::: Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence. Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism. Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry. See also Cell (biology) Cell biology Biomolecule Organelle Tissue (biology) External links https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm Document 1::: Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure. General characteristics There are two types of cells: prokaryotes and eukaryotes. Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles. Prokaryotes Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement). Eukaryotes Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str Document 2::: Cellular compartments in cell biology comprise all of the closed parts within the cytosol of a eukaryotic cell, usually surrounded by a single or double lipid layer membrane. These compartments are often, but not always, defined as membrane-bound organelles. The formation of cellular compartments is called compartmentalization. Both organelles, the mitochondria and chloroplasts (in photosynthetic organisms), are compartments that are believed to be of endosymbiotic origin. Other compartments such as peroxisomes, lysosomes, the endoplasmic reticulum, the cell nucleus or the Golgi apparatus are not of endosymbiotic origin. Smaller elements like vesicles, and sometimes even microtubules can also be counted as compartments. It was thought that compartmentalization is not found in prokaryotic cells., but the discovery of carboxysomes and many other metabolosomes revealed that prokaryotic cells are capable of making compartmentalized structures, albeit these are in most cases not surrounded by a lipid bilayer, but of pure proteinaceous built. Types In general there are 4 main cellular compartments, they are: The nuclear compartment comprising the nucleus The intercisternal space which comprises the space between the membranes of the endoplasmic reticulum (which is continuous with the nuclear envelope) Organelles (the mitochondrion in all eukaryotes and the plastid in phototrophic eukaryotes) The cytosol Function Compartments have three main roles. One is to establish physical boundaries for biological processes that enables the cell to carry out different metabolic activities at the same time. This may include keeping certain biomolecules within a region, or keeping other molecules outside. Within the membrane-bound compartments, different intracellular pH, different enzyme systems, and other differences are isolated from other organelles and cytosol. With mitochondria, the cytosol has an oxidizing environment which converts NADH to NAD+. With these cases, the Document 3::: Chloroplasts contain several important membranes, vital for their function. Like mitochondria, chloroplasts have a double-membrane envelope, called the chloroplast envelope, but unlike mitochondria, chloroplasts also have internal membrane structures called thylakoids. Furthermore, one or two additional membranes may enclose chloroplasts in organisms that underwent secondary endosymbiosis, such as the euglenids and chlorarachniophytes. The chloroplasts come via endosymbiosis by engulfment of a photosynthetic cyanobacterium by the eukaryotic, already mitochondriate cell. Over millions of years the endosymbiotic cyanobacterium evolved structurally and functionally, retaining its own DNA and the ability to divide by binary fission (not mitotically) but giving up its autonomy by the transfer of some of its genes to the nuclear genome. Envelope membranes Each of the envelope membranes is a lipid bilayer that is between 6 and 8 nm thick. The lipid composition of the outer membrane has been found to be 48% phospholipids, 46% galactolipids and 7% sulfolipids, while the inner membrane has been found to contain 16% phospholipids, 79% galactolipids and 5% sulfolipids in spinach chloroplasts. The outer membrane is permeable to most ions and metabolites, but the inner membrane of the chloroplast is highly specialised with transport proteins. For example, carbohydrates are transported across the inner envelope membrane by a triose phosphate translocator. The two envelope membranes are separated by a gap of 10–20 nm, called the intermembrane space. Thylakoid membrane Within the envelope membranes, in the region called the stroma, there is a system of interconnecting flattened membrane compartments, called the thylakoids. The thylakoid membrane is quite similar in lipid composition to the inner envelope membrane, containing 78% galactolipids, 15.5% phospholipids and 6.5% sulfolipids in spinach chloroplasts. The thylakoid membrane encloses a single, continuous aqueous compartme Document 4::: In cellular biology, inclusions are diverse intracellular non-living substances (ergastic substances) that are not bound by membranes. Inclusions are stored nutrients/deutoplasmic substances, secretory products, and pigment granules. Examples of inclusions are glycogen granules in the liver and muscle cells, lipid droplets in fat cells, pigment granules in certain cells of skin and hair, and crystals of various types. Cytoplasmic inclusions are an example of a biomolecular condensate arising by liquid-solid, liquid-gel or liquid-liquid phase separation. These structures were first observed by O. F. Müller in 1786. Examples Glycogen: Glycogen is the most common form of glucose in animals and is especially abundant in cells of muscles, and liver. It appears in electron micrograph as clusters, or a rosette of beta particles that resemble ribosomes, located near the smooth endoplasmic reticulum. Glycogen is an important energy source of the cell; therefore, it will be available on demand. The enzymes responsible for glycogenolysis degrade glycogen into individual molecules of glucose and can be utilized by multiple organs of the body. Lipids: Lipids are triglycerides in storage form is the common form of inclusions, not only are stored in specialized cells (adipocytes) but also are located as individuals droplets in various cell type especially hepatocytes. These are fluid at body temperature and appear in living cells as refractile spherical droplets. Lipid yields more than twice as many calories per gram as does carbohydrate. On demand, they serve as a local store of energy and a potential source of short carbon chains that are used by the cell in its synthesis of membranes and other lipid containing structural components or secretory products. Crystals: Crystalline inclusions have long been recognized as normal constituents of certain cell types such as Sertoli cells and Leydig cells of the human testis, and occasionally in macrophages. It is believed that th The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Chloroplasts and chromoplasts are examples of which membrane bound organelle containing their own dna? A. plastids B. bacteria C. polymers D. chromosomes Answer:
sciq-3151	multiple_choice	What type of cell has negative anode is positive cathode?	[ "planetoid cell", "voltaic cell", "non-voltaic cell", "picric cell" ]	B		Relavent Documents: Document 0::: This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year. Lecturers Source: ASCB See also List of biology awards Document 1::: A dendrite is a branching projection of the cytoplasm of a cell. While the term is most commonly used to refer to the branching projections of neurons, it can also be used to refer to features of other types of cells that, while having a similar appearance, are actually quite distinct structures. Non-neuronal cells that have dendrites: Dendritic cells, part of the mammalian immune system Melanocytes, pigment-producing cells located in the skin Merkel cells, receptor-cells in the skin associated with the sense of touch Corneal keratocytes, specialized fibroblasts residing in the stroma. Cell biology Document 2::: The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'. Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell. Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms. The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology. Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago. Discovery With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i Document 3::: 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 4::: Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence. Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism. Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry. See also Cell (biology) Cell biology Biomolecule Organelle Tissue (biology) External links https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of cell has negative anode is positive cathode? A. planetoid cell B. voltaic cell C. non-voltaic cell D. picric cell Answer:
scienceQA-362	multiple_choice	What do these two changes have in common? a puddle freezing into ice on a cold night shaking up salad dressing	[ "Both are caused by heating.", "Both are chemical changes.", "Both are caused by cooling.", "Both are only physical changes." ]	D	Step 1: Think about each change. A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed. Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter. Step 2: Look at each answer choice. Both are only physical changes. Both changes are physical changes. No new matter is created. Both are chemical changes. Both changes are physical changes. They are not chemical changes. Both are caused by heating. Neither change is caused by heating. Both are caused by cooling. A puddle freezing is caused by cooling. But shaking up salad dressing is not.	Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds. Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate. A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density. An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge. Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change. Examples Heating and cooling Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation. Magnetism Ferro-magnetic materials can become magnetic. The process is reve Document 2::: In physics, a dynamical system is said to be mixing if the phase space of the system becomes strongly intertwined, according to at least one of several mathematical definitions. For example, a measure-preserving transformation T is said to be strong mixing if whenever A and B are any measurable sets and μ is the associated measure. Other definitions are possible, including weak mixing and topological mixing. The mathematical definition of mixing is meant to capture the notion of physical mixing. A canonical example is the Cuba libre: suppose one is adding rum (the set A) to a glass of cola. After stirring the glass, the bottom half of the glass (the set B) will contain rum, and it will be in equal proportion as it is elsewhere in the glass. The mixing is uniform: no matter which region B one looks at, some of A will be in that region. A far more detailed, but still informal description of mixing can be found in the article on mixing (mathematics). Every mixing transformation is ergodic, but there are ergodic transformations which are not mixing. Physical mixing The mixing of gases or liquids is a complex physical process, governed by a convective diffusion equation that may involve non-Fickian diffusion as in spinodal decomposition. The convective portion of the governing equation contains fluid motion terms that are governed by the Navier–Stokes equations. When fluid properties such as viscosity depend on composition, the governing equations may be coupled. There may also be temperature effects. It is not clear that fluid mixing processes are mixing in the mathematical sense. Small rigid objects (such as rocks) are sometimes mixed in a rotating drum or tumbler. The 1969 Selective Service draft lottery was carried out by mixing plastic capsules which contained a slip of paper (marked with a day of the year). See also Miscibility Document 3::: The Stefan flow, occasionally called Stefan's flow, is a transport phenomenon concerning the movement of a chemical species by a flowing fluid (typically in the gas phase) that is induced to flow by the production or removal of the species at an interface. Any process that adds the species of interest to or removes it from the flowing fluid may cause the Stefan flow, but the most common processes include evaporation, condensation, chemical reaction, sublimation, ablation, adsorption, absorption, and desorption. It was named after the Slovenian physicist, mathematician, and poet Josef Stefan for his early work on calculating evaporation rates. The Stefan flow is distinct from diffusion as described by Fick's law, but diffusion almost always also occurs in multi-species systems that are experiencing the Stefan flow. In systems undergoing one of the species addition or removal processes mentioned previously, the addition or removal generates a mean flow in the flowing fluid as the fluid next to the interface is displaced by the production or removal of additional fluid by the processes occurring at the interface. The transport of the species by this mean flow is the Stefan flow. When concentration gradients of the species are also present, diffusion transports the species relative to the mean flow. The total transport rate of the species is then given by a summation of the Stefan flow and diffusive contributions. An example of the Stefan flow occurs when a droplet of liquid evaporates in air. In this case, the vapor/air mixture surrounding the droplet is the flowing fluid, and liquid/vapor boundary of the droplet is the interface. As heat is absorbed by the droplet from the environment, some of the liquid evaporates into vapor at the surface of the droplet, and flows away from the droplet as it is displaced by additional vapor evaporating from the droplet. This process causes the flowing medium to move away from the droplet at some mean speed that is dependent on 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? a puddle freezing into ice on a cold night shaking up salad dressing A. Both are caused by heating. B. Both are chemical changes. C. Both are caused by cooling. D. Both are only physical changes. Answer:
sciq-3588	multiple_choice	Unlike fibrous or cartilaginous joints, the articulating bone surfaces at what joint type are not directly connected to each other with fibrous connective tissue or cartilage?	[ "knee joint", "polymeric joint", "synovial joint", "proximal joint" ]	C		Relavent Documents: Document 0::: The lateral epicondyle of the femur, smaller and less prominent than the medial epicondyle, gives attachment to the fibular collateral ligament of the knee-joint. Directly below it is a small depression from which a smooth well-marked groove curves obliquely upward and backward to the posterior extremity of the condyle. Document 1::: The ball-and-socket joint (or spheroid joint) is a type of synovial joint in which the ball-shaped surface of one rounded bone fits into the cup-like depression of another bone. The distal bone is capable of motion around an indefinite number of axes, which have one common center. This enables the joint to move in many directions. An enarthrosis is a special kind of spheroidal joint in which the socket covers the sphere beyond its equator. Examples Examples of this form of articulation are found in the hip, where the round head of the femur (ball) rests in the cup-like acetabulum (socket) of the pelvis; and in the shoulder joint, where the rounded upper extremity of the humerus (ball) rests in the cup-like glenoid fossa (socket) of the shoulder blade. (The shoulder also includes a sternoclavicular joint.) Document 2::: The intermetacarpal joints are in the hand formed between the metacarpal bones. The bases of the second, third, fourth and fifth metacarpal bones articulate with one another by small surfaces covered with cartilage. The metacarpal bones are connected together by dorsal, palmar, and interosseous ligaments. The dorsal metacarpal ligaments (ligamenta metacarpalia dorsalia) and palmar metacarpal ligaments (ligamenta metacarpalia palmaria) pass transversely from one bone to another on the dorsal and palmar surfaces. The interosseous metacarpal ligaments (ligamenta metacarpalia interossea) connect their contiguous surfaces, just distal to their collateral articular facets. The synovial membrane for these joints is continuous with that of the carpometacarpal joints. Additional images See also Transverse metacarpal ligament Document 3::: A saddle joint (sellar joint, articulation by reciprocal reception) is a type of synovial joint in which the opposing surfaces are reciprocally concave and convex. It is found in the thumb, the thorax, the middle ear, and the heel. Structure In a saddle joint, one bone surface is concave while another is convex. This creates significant stability. Movements The movements of saddle joints are similar to those of the condyloid joint and include flexion, extension, adduction, abduction, and circumduction. However, axial rotation is not allowed. Saddle joints are said to be biaxial, allowing movement in the sagittal and frontal planes. Examples of saddle joints in the human body include the carpometacarpal joint of the thumb, the sternoclavicular joint of the thorax, the incudomalleolar joint of the middle ear, and the calcaneocuboid joint of the heel. Name The term "saddle" arises because the concave-convex bone interaction is compared to a horse rider riding a horse, with both bone surfaces being saddle-shaped. The saddle joint is also known as the sellar joint. Document 4::: The metatarsophalangeal joints (MTP joints), also informally known as toe knuckles, are the joints between the metatarsal bones of the foot and the proximal bones (proximal phalanges) of the toes. They are condyloid joints, meaning that an elliptical or rounded surface (of the metatarsal bones) comes close to a shallow cavity (of the proximal phalanges). The ligaments are the plantar and two collateral. Movements The movements permitted in the metatarsophalangeal joints are flexion, extension, abduction, adduction and circumduction. See also Bunion Hallux rigidus (stiff big toe) Metatarsophalangeal joint sprain (turf toe) The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Unlike fibrous or cartilaginous joints, the articulating bone surfaces at what joint type are not directly connected to each other with fibrous connective tissue or cartilage? A. knee joint B. polymeric joint C. synovial joint D. proximal joint Answer:
scienceQA-8	multiple_choice	What do these two changes have in common? tearing a piece of paper breaking a piece of glass	[ "Both are only physical changes.", "Both are chemical changes.", "Both are caused by cooling.", "Both are caused by heating." ]	A	Step 1: Think about each change. Tearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper. 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. Step 2: Look at each answer choice. Both are only physical changes. Both changes are physical changes. No new matter is created. Both are chemical changes. Both changes are physical changes. They are not chemical changes. Both are caused by heating. Neither change is caused by heating. Both are caused by cooling. Neither change is caused by cooling.	Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds. Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate. A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density. An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge. Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change. Examples Heating and cooling Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation. Magnetism Ferro-magnetic materials can become magnetic. The process is reve Document 2::: Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria. Introduction Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.) Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental. The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel Document 3::: Comminution is the reduction of solid materials from one average particle size to a smaller average particle size, by crushing, grinding, cutting, vibrating, or other processes. In geology, it occurs naturally during faulting in the upper part of the Earth's crust. In industry, it is an important unit operation in mineral processing, ceramics, electronics, and other fields, accomplished with many types of mill. In dentistry, it is the result of mastication of food. In general medicine, it is one of the most traumatic forms of bone fracture. Within industrial uses, the purpose of comminution is to reduce the size and to increase the surface area of solids. It is also used to free useful materials from matrix materials in which they are embedded, and to concentrate minerals. Energy requirements The comminution of solid materials consumes energy, which is being used to break up the solid into smaller pieces. The comminution energy can be estimated by: Rittinger's law, which assumes that the energy consumed is proportional to the newly generated surface area; Kick's law, which related the energy to the sizes of the feed particles and the product particles; Bond's law, which assumes that the total work useful in breakage is inversely proportional to the square root of the diameter of the product particles, [implying] theoretically that the work input varies as the length of the new cracks made in breakage. Holmes's law, which modifies Bond's law by substituting the square root with an exponent that depends on the material. Forces There are three forces which typically are used to effect the comminution of particles: impact, shear, and compression. Methods There are several methods of comminution. Comminution of solid materials requires different types of crushers and mills depending on the feed properties such as hardness at various size ranges and application requirements such as throughput and maintenance. The most common machines for the comminution of coarse Document 4::: Test equating traditionally refers to the statistical process of determining comparable scores on different forms of an exam. It can be accomplished using either classical test theory or item response theory. In item response theory, equating is the process of placing scores from two or more parallel test forms onto a common score scale. The result is that scores from two different test forms can be compared directly, or treated as though they came from the same test form. When the tests are not parallel, the general process is called linking. It is the process of equating the units and origins of two scales on which the abilities of students have been estimated from results on different tests. The process is analogous to equating degrees Fahrenheit with degrees Celsius by converting measurements from one scale to the other. The determination of comparable scores is a by-product of equating that results from equating the scales obtained from test results. Purpose Suppose that Dick and Jane both take a test to become licensed in a certain profession. Because the high stakes (you get to practice the profession if you pass the test) may create a temptation to cheat, the organization that oversees the test creates two forms. If we know that Dick scored 60% on form A and Jane scored 70% on form B, do we know for sure which one has a better grasp of the material? What if form A is composed of very difficult items, while form B is relatively easy? Equating analyses are performed to address this very issue, so that scores are as fair as possible. Equating in item response theory In item response theory, person "locations" (measures of some quality being assessed by a test) are estimated on an interval scale; i.e., locations are estimated in relation to a unit and origin. It is common in educational assessment to employ tests in order to assess different groups of students with the intention of establishing a common scale by equating the origins, and when appropri The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do these two changes have in common? tearing a piece of paper breaking a piece of glass A. Both are only physical changes. B. Both are chemical changes. C. Both are caused by cooling. D. Both are caused by heating. Answer:
sciq-8382	multiple_choice	What can lead to a loss of genetic variation within populations?	[ "migration", "natural selection", "adaptation", "genetic drift" ]	D		Relavent Documents: Document 0::: Genetic variation is the difference in DNA among individuals or the differences between populations among the same species. The multiple sources of genetic variation include mutation and genetic recombination. Mutations are the ultimate sources of genetic variation, but other mechanisms, such as genetic drift, contribute to it, as well. Among individuals within a population Genetic variation can be identified at many levels. Identifying genetic variation is possible from observations of phenotypic variation in either quantitative traits (traits that vary continuously and are coded for by many genes (e.g., leg length in dogs)) or discrete traits (traits that fall into discrete categories and are coded for by one or a few genes (e.g., white, pink, or red petal color in certain flowers)). Genetic variation can also be identified by examining variation at the level of enzymes using the process of protein electrophoresis. Polymorphic genes have more than one allele at each locus. Half of the genes that code for enzymes in insects and plants may be polymorphic, whereas polymorphisms are less common among vertebrates. Ultimately, genetic variation is caused by variation in the order of bases in the nucleotides in genes. New technology now allows scientists to directly sequence DNA, which has identified even more genetic variation than was previously detected by protein electrophoresis. Examination of DNA has shown genetic variation in both coding regions and in the noncoding intron region of genes. Genetic variation will result in phenotypic variation if variation in the order of nucleotides in the DNA sequence results in a difference in the order of amino acids in proteins coded by that DNA sequence, and if the resultant differences in amino-acid sequence influence the shape, and thus the function of the enzyme. Between populations Differences between populations resulting from geographic separation is known as geographic variation. Natural selection, genetic Document 1::: Genetic variability is either the presence of, or the generation of, genetic differences. It is defined as "the formation of individuals differing in genotype, or the presence of genotypically different individuals, in contrast to environmentally induced differences which, as a rule, cause only temporary, nonheritable changes of the phenotype". Genetic variability in a population is important for biodiversity. Causes There are many sources of genetic variability in a population: Homologous recombination is a significant source of variability. During meiosis in sexual organisms, two homologous chromosomes cross over one another and exchange genetic material. The chromosomes then split apart and are ready to contribute to forming an offspring. Recombination is random and is governed by its own set of genes. Being controlled by genes means that recombination is variable in frequency. Immigration, emigration, and translocation – each of these is the movement of an individual into or out of a population. When an individual comes from a previously genetically isolated population into a new one it will increase the genetic variability of the next generation if it reproduces. Polyploidy – having more than two homologous chromosomes allows for even more recombination during meiosis allowing for even more genetic variability in one's offspring. Diffuse centromeres – in asexual organisms where the offspring is an exact genetic copy of the parent, there are limited sources of genetic variability. One thing that increased variability, however, is having diffused instead of localized centromeres. Being diffused allows the chromatids to split apart in many different ways allowing for chromosome fragmentation and polyploidy creating more variability. Genetic mutations – contribute to the genetic variability within a population and can have positive, negative, or neutral effects on a fitness. This variability can be easily propagated throughout a population by natural select Document 2::: In population genetics, gene flow (also known as migration and allele flow) is the transfer of genetic material from one population to another. If the rate of gene flow is high enough, then two populations will have equivalent allele frequencies and therefore can be considered a single effective population. It has been shown that it takes only "one migrant per generation" to prevent populations from diverging due to drift. Populations can diverge due to selection even when they are exchanging alleles, if the selection pressure is strong enough. Gene flow is an important mechanism for transferring genetic diversity among populations. Migrants change the distribution of genetic diversity among populations, by modifying allele frequencies (the proportion of members carrying a particular variant of a gene). High rates of gene flow can reduce the genetic differentiation between the two groups, increasing homogeneity. For this reason, gene flow has been thought to constrain speciation and prevent range expansion by combining the gene pools of the groups, thus preventing the development of differences in genetic variation that would have led to differentiation and adaptation. In some cases dispersal resulting in gene flow may also result in the addition of novel genetic variants under positive selection to the gene pool of a species or population (adaptive introgression.) There are a number of factors that affect the rate of gene flow between different populations. Gene flow is expected to be lower in species that have low dispersal or mobility, that occur in fragmented habitats, where there is long distances between populations, and when there are small population sizes. Mobility plays an important role in dispersal rate, as highly mobile individuals tend to have greater movement prospects. Although animals are thought to be more mobile than plants, pollen and seeds may be carried great distances by animals, water or wind. When gene flow is impeded, there can be an in Document 3::: In quantitative genetics, QST is a statistic intended to measure the degree of genetic differentiation among populations with regard to a quantitative trait. It was developed by Ken Spitze in 1993. Its name reflects that QST was intended to be analogous to the fixation index for a single genetic locus (FST). QST is often compared with FST of neutral loci to test if variation in a quantitative trait is a result of divergent selection or genetic drift, an analysis known as QST–FST comparisons. Calculation of QST Equations QST represents the proportion of variance among subpopulations, and is it’s calculation is synonymous to FST developed by Sewall Wright. However, instead of using genetic differentiation, QST is calculated by finding the variance of a quantitative trait within and among subpopulations, and for the total population. Variance of a quantitative trait among populations (σ2GB) is described as: And the variance of a quantitative trait within populations (σ2GW) is described as: Where σ2T is the total genetic variance in all populations. Therefore, QST can be calculated with the following equation: Assumptions Calculation of QST is subject to several assumptions: populations must be in Hardy-Weinberg Equilibrium, observed variation is assumed to be due to additive genetic effects only, selection and linkage disequilibrium are not present, and the subpopulations exist within an island model. QST-FST comparisons QST–FST analyses often involve culturing organisms in consistent environmental conditions, known as common garden experiments, and comparing the phenotypic variance to genetic variance. If QST is found to exceed FST, this is interpreted as evidence of divergent selection, because it indicates more differentiation in the trait than could be produced solely by genetic drift. If QST is less than FST, balancing selection is expected to be present. If the values of QST and FSTare equivalent, the observed trait differentiation could be due to geneti Document 4::: Polygenic adaptation describes a process in which a population adapts through small changes in allele frequencies at hundreds or thousands of loci. Many traits in humans and other species are highly polygenic, i.e., affected by standing genetic variation at hundreds or thousands of loci. Under normal conditions, the genetic variation underlying such traits is governed by stabilizing selection, in which natural selection acts to hold the population close to an optimal phenotype. However, if the phenotypic optimum changes, then the population can adapt by small directional shifts in allele frequencies spread across all the variants that affect the trait. Polygenic adaptation can occur relatively quickly (as described in the breeder's equation), however it is difficult to detect from genomic data because the changes in allele frequencies at individual loci are very small. Polygenic adaptation represents an alternative to adaptation by selective sweeps. In classic selective sweep models, a single new mutation sweeps through a population to fixation, purging variation from a region of linkage around the selected site. More recent models have focused on partial sweeps, and on soft sweeps - i.e., sweeps that start from standing variation or comprise multiple sweeping variants at the same locus. All of these models focus on adaptation through genetic changes at a single locus and they generally assume large changes in allele frequencies. The concept of polygenic adaptation is related to classical models from quantitative genetics. However, traditional models in quantitative genetics usually abstract away the contributions of individual loci by focusing instead on means and variances of genetic scores. In contrast, population genetics models and data analysis have generally emphasized models of adaptation through sweeps at individual loci. The modern formulation of polygenic adaptation in population genetics was developed in a pair of 2010 review articles. Examples o The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What can lead to a loss of genetic variation within populations? A. migration B. natural selection C. adaptation D. genetic drift Answer:
sciq-8799	multiple_choice	What causes acid rain, ozone depletion, and global warming?	[ "air pollution", "ozone layer", "radiation", "water pollution" ]	A		Relavent Documents: Document 0::: At the global scale sustainability and environmental management involves managing the oceans, freshwater systems, land and atmosphere, according to sustainability principles. Land use change is fundamental to the operations of the biosphere because alterations in the relative proportions of land dedicated to urbanisation, agriculture, forest, woodland, grassland and pasture have a marked effect on the global water, carbon and nitrogen biogeochemical cycles. Management of the Earth's atmosphere involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities. Ocean circulation patterns have a strong influence on climate and weather and, in turn, the food supply of both humans and other organisms. Atmosphere In March 2009, at a meeting of the Copenhagen Climate Council, 2,500 climate experts from 80 countries issued a keynote statement that there is now "no excuse" for failing to act on global warming and without strong carbon reduction targets "abrupt or irreversible" shifts in climate may occur that "will be very difficult for contemporary societies to cope with". Management of the global atmosphere now involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities. Other human impacts on the atmosphere include the air pollution in cities, the pollutants including toxic chemicals like nitrogen oxides, sulphur oxides, volatile organic compounds and airborne particulate matter that produce photochemical smog and acid rain, and the chlorofluorocarbons that degrade the ozone layer. Anthropogenic particulates such as sulfate aerosols in the atmosphere reduce the direct irradianc Document 1::: Trashing the Planet: How Science Can Help Us Deal With Acid Rain, Depletion of the Ozone, and Nuclear Waste (Among Other Things) is a 1990 book by zoologist and Governor of Washington Dixy Lee Ray. The book talks about the seriousness about acid rain, the problems with the ozone layer and other environmental issues. Ray co-wrote the book with journalist Lou Guzzo. Document 2::: Twisted: The Distorted Mathematics of Greenhouse Denial is a 2007 book by Ian G. Enting, who is the Professorial Research Fellow in the ARC Centre of Excellence for Mathematics and Statistics of Complex Systems (MASCOS) based at the University of Melbourne. The book analyses the arguments of climate change deniers and the use and presentation of statistics. Enting contends there are contradictions in their various arguments. The author also presents calculations of the actual emission levels that would be required to stabilise CO2 concentrations. This is an update of calculations that he contributed to the pre-Kyoto IPCC report on Radiative Forcing of Climate. See also Climate change Greenhouse effect Radiative forcing Document 3::: The indirect land use change impacts of biofuels, also known as ILUC or iLUC (pronounced as i-luck), relates to the unintended consequence of releasing more carbon emissions due to land-use changes around the world induced by the expansion of croplands for ethanol or biodiesel production in response to the increased global demand for biofuels. As farmers worldwide respond to higher crop prices in order to maintain the global food supply-and-demand balance, pristine lands are cleared to replace the food crops that were diverted elsewhere to biofuels' production. Because natural lands, such as rainforests and grasslands, store carbon in their soil and biomass as plants grow each year, clearance of wilderness for new farms translates to a net increase in greenhouse gas emissions. Due to this off-site change in the carbon stock of the soil and the biomass, indirect land use change has consequences in the greenhouse gas (GHG) balance of a biofuel. Other authors have also argued that indirect land use changes produce other significant social and environmental impacts, affecting biodiversity, water quality, food prices and supply, land tenure, worker migration, and community and cultural stability. History The estimates of carbon intensity for a given biofuel depend on the assumptions regarding several variables. As of 2008, multiple full life cycle studies had found that corn ethanol, cellulosic ethanol and Brazilian sugarcane ethanol produce lower greenhouse gas emissions than gasoline. None of these studies, however, considered the effects of indirect land-use changes, and though land use impacts were acknowledged, estimation was considered too complex and difficult to model. A controversial paper published in February 2008 in Sciencexpress by a team led by Searchinger from Princeton University concluded that such effects offset the (positive) direct effects of both corn and cellulosic ethanol and that Brazilian sugarcane performed better, but still resulted in a sma Document 4::: Climate restoration is the climate change goal and associated actions to restore to levels humans have actually survived long-term, below 300 ppm. This would restore the Earth system generally to a safe state, for the well-being of future generations of humanity and nature. Actions include carbon dioxide removal from the Carbon dioxide in Earth's atmosphere, which, in combination with emissions reductions, would reduce the level of in the atmosphere and thereby reduce the global warming produced by the greenhouse effect of an excess of over its pre-industrial level. Actions also include restoring pre-industrial atmospheric methane levels by accelerating natural methane oxidation. Climate restoration enhances legacy climate goals (stabilizing earth's climate) to include ensuring the survival of humanity by restoring to levels of the last 6000 years that allowed agriculture and civilization to develop. Restoration and mitigation Climate restoration is the goal underlying climate change mitigation, whose actions are intended to "limit the magnitude or rate of long-term climate change". Advocates of climate restoration accept that climate change has already had major negative impacts which threaten the long-term survival of humanity. The current mitigation pathway leaves the risk that conditions will go beyond adaptation and abrupt climate change will be upon us. There is a human moral imperative to maximize the chances of future generations' survival. By promoting the vision of the "survival and flourishing of humanity", with the Earth System restored to a state close to that in which our species and civilization evolved, advocates claim that there is a huge incentive for innovation and investment to ensure that this restoration takes place safely and in a timely fashion. As stated in "The Economist" in November 2017, "in any realistic scenario, emissions cannot be cut fast enough to keep the total stock of greenhouse gases sufficiently small to limit the ris The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What causes acid rain, ozone depletion, and global warming? A. air pollution B. ozone layer C. radiation D. water pollution Answer:
sciq-461	multiple_choice	The simplest and smallest particle of matter that still has chemical properties of the element is called?	[ "a molecule", "a nucleus", "an atom", "an isotope" ]	C		Relavent Documents: Document 0::: The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent. The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent. See also Astronomical scale the opposite end of the spectrum Subatomic particles Document 1::: In classical physics and general chemistry, matter is any substance that has mass and takes up space by having volume. All everyday objects that can be touched are ultimately composed of atoms, which are made up of interacting subatomic particles, and in everyday as well as scientific usage, matter generally includes atoms and anything made up of them, and any particles (or combination of particles) that act as if they have both rest mass and volume. However it does not include massless particles such as photons, or other energy phenomena or waves such as light or heat. Matter exists in various states (also known as phases). These include classical everyday phases such as solid, liquid, and gas – for example water exists as ice, liquid water, and gaseous steam – but other states are possible, including plasma, Bose–Einstein condensates, fermionic condensates, and quark–gluon plasma. Usually atoms can be imagined as a nucleus of protons and neutrons, and a surrounding "cloud" of orbiting electrons which "take up space". However this is only somewhat correct, because subatomic particles and their properties are governed by their quantum nature, which means they do not act as everyday objects appear to act – they can act like waves as well as particles, and they do not have well-defined sizes or positions. In the Standard Model of particle physics, matter is not a fundamental concept because the elementary constituents of atoms are quantum entities which do not have an inherent "size" or "volume" in any everyday sense of the word. Due to the exclusion principle and other fundamental interactions, some "point particles" known as fermions (quarks, leptons), and many composites and atoms, are effectively forced to keep a distance from other particles under everyday conditions; this creates the property of matter which appears to us as matter taking up space. For much of the history of the natural sciences people have contemplated the exact nature of matter. The idea tha Document 2::: Electron scattering occurs when electrons are displaced from their original trajectory. This is due to the electrostatic forces within matter interaction or, if an external magnetic field is present, the electron may be deflected by the Lorentz force. This scattering typically happens with solids such as metals, semiconductors and insulators; and is a limiting factor in integrated circuits and transistors. The application of electron scattering is such that it can be used as a high resolution microscope for hadronic systems, that allows the measurement of the distribution of charges for nucleons and nuclear structure. The scattering of electrons has allowed us to understand that protons and neutrons are made up of the smaller elementary subatomic particles called quarks. Electrons may be scattered through a solid in several ways: Not at all: no electron scattering occurs at all and the beam passes straight through. Single scattering: when an electron is scattered just once. Plural scattering: when electron(s) scatter several times. Multiple scattering: when electron(s) scatter many times over. The likelihood of an electron scattering and the degree of the scattering is a probability function of the specimen thickness to the mean free path. History The principle of the electron was first theorised in the period of 1838-1851 by a natural philosopher by the name of Richard Laming who speculated the existence of sub-atomic, unit charged particles; he also pictured the atom as being an 'electrosphere' of concentric shells of electrical particles surrounding a material core. It is generally accepted that J. J. Thomson first discovered the electron in 1897, although other notable members in the development in charged particle theory are George Johnstone Stoney (who coined the term "electron"), Emil Wiechert (who was first to publish his independent discovery of the electron), Walter Kaufmann, Pieter Zeeman and Hendrik Lorentz. Compton scattering was first observed at Document 3::: The elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 . In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one. In the centimetre–gram–second system of units (CGS), the corresponding quantity is . Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865. As a unit In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron. In other natural unit systems, the unit of charge is defined as with the result that where is the fine-structure constant, is the speed of light, is Document 4::: An atom is a particle that consists of a nucleus of protons and neutrons surrounded by an electromagnetically-bound cloud of electrons. The atom is the basic particle of the chemical elements, and the chemical elements are distinguished from each other by the number of protons that are in their atoms. For example, any atom that contains 11 protons is sodium, and any atom that contains 29 protons is copper. The number of neutrons defines the isotope of the element. Atoms are extremely small, typically around 100 picometers across. A human hair is about a million carbon atoms wide. This is smaller than the shortest wavelength of visible light, which means humans cannot see atoms with conventional microscopes. Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects. More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge. If the numbers of protons and electrons are equal, as they normally are, then the atom is electrically neutral. If an atom has more electrons than protons, then it has an overall negative charge, and is called a negative ion (or anion). Conversely, if it has more protons than electrons, it has a positive charge, and is called a positive ion (or cation). The electrons of an atom are attracted to the protons in an atomic nucleus by the electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force. This force is usually stronger than the electromagnetic force that repels the positively charged protons from one another. Under certain circumstances, the repelling electromagnetic force becomes stronger than the nuclear force. In this case, the nucleus splits and leaves behind different elements. This is a form of nuclear decay. Atoms can attach to one or more other atoms by chemical bonds to The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The simplest and smallest particle of matter that still has chemical properties of the element is called? A. a molecule B. a nucleus C. an atom D. an isotope Answer:
sciq-8565	multiple_choice	Where is the site of photosynthesis?	[ "the chloroplast", "another chloroplast", "the organism", "the chloroburst" ]	A		Relavent Documents: Document 0::: Photosynthesis Oxygenic photosynthesis uses two multi-subunit photosystems (I and II) located in the cell membranes of cyanobacteria and in the thylakoid membranes of chloroplasts in plants and algae. Photosystem II (PSII) has a P680 reaction centre containing chlorophyll 'a' that uses light energy to carr Document 1::: Chloroplast DNA (cpDNA) is the DNA located in chloroplasts, which are photosynthetic organelles located within the cells of some eukaryotic organisms. Chloroplasts, like other types of plastid, contain a genome separate from that in the cell nucleus. The existence of chloroplast DNA was identified biochemically in 1959, and confirmed by electron microscopy in 1962. The discoveries that the chloroplast contains ribosomes and performs protein synthesis revealed that the chloroplast is genetically semi-autonomous. The first complete chloroplast genome sequences were published in 1986, Nicotiana tabacum (tobacco) by Sugiura and colleagues and Marchantia polymorpha (liverwort) by Ozeki et al. Since then, a great number of chloroplast DNAs from various species have been sequenced. Molecular structure Chloroplast DNAs are circular, and are typically 120,000–170,000 base pairs long. They can have a contour length of around 30–60 micrometers, and have a mass of about 80–130 million daltons. Most chloroplasts have their entire chloroplast genome combined into a single large ring, though those of dinophyte algae are a notable exception—their genome is broken up into about forty small plasmids, each 2,000–10,000 base pairs long. Each minicircle contains one to three genes, but blank plasmids, with no coding DNA, have also been found. Chloroplast DNA has long been thought to have a circular structure, but some evidence suggests that chloroplast DNA more commonly takes a linear shape. Over 95% of the chloroplast DNA in corn chloroplasts has been observed to be in branched linear form rather than individual circles. Inverted repeats Many chloroplast DNAs contain two inverted repeats, which separate a long single copy section (LSC) from a short single copy section (SSC). The inverted repeats vary wildly in length, ranging from 4,000 to 25,000 base pairs long each. Inverted repeats in plants tend to be at the upper end of this range, each being 20,000–25,000 base pairs long. T Document 2::: The evolution of photosynthesis refers to the origin and subsequent evolution of photosynthesis, the process by which light energy is used to assemble sugars from carbon dioxide and a hydrogen and electron source such as water. The process of photosynthesis was discovered by Jan Ingenhousz, a Dutch-born British physician and scientist, first publishing about it in 1779. The first photosynthetic organisms probably evolved early in the evolutionary history of life and most likely used reducing agents such as hydrogen rather than water. There are three major metabolic pathways by which photosynthesis is carried out: C3 photosynthesis, C4 photosynthesis, and CAM photosynthesis. C3 photosynthesis is the oldest and most common form. A C3 plant uses the Calvin cycle for the initial steps that incorporate into organic material. A C4 plant prefaces the Calvin cycle with reactions that incorporate into four-carbon compounds. A CAM plant uses crassulacean acid metabolism, an adaptation for photosynthesis in arid conditions. C4 and CAM plants have special adaptations that save water. Origin Available evidence from geobiological studies of Archean (>2500 Ma) sedimentary rocks indicates that life existed 3500 Ma. Fossils of what are thought to be filamentous photosynthetic organisms have been dated at 3.4 billion years old, consistent with recent studies of photosynthesis. Early photosynthetic systems, such as those from green and purple sulfur and green and purple nonsulfur bacteria, are thought to have been anoxygenic, using various molecules as electron donors. Green and purple sulfur bacteria are thought to have used hydrogen and hydrogen sulfide as electron and hydrogen donors. Green nonsulfur bacteria used various amino and other organic acids. Purple nonsulfur bacteria used a variety of nonspecific organic and inorganic molecules. It is suggested that photosynthesis likely originated at low-wavelength geothermal light from acidic hydrothermal vents, Zn-tetrapyrroles w Document 3::: Stroma, in botany, refers to the colorless fluid surrounding the grana within the chloroplast. Within the stroma are grana (stacks of thylakoid), the sub-organelles where photosynthesis is started before the chemical changes are completed in the stroma. Photosynthesis occurs in two stages. In the first stage, light-dependent reactions capture the energy of light and use it to make the energy-storage molecules ATP and NADPH. During the second stage, the light-independent reactions use these products to fix carbon by capturing and reducing carbon dioxide. The series of biochemical redox reactions which take place in the stroma are collectively called the Calvin cycle or light-independent reactions. There are three phases: carbon fixation, reduction reactions, and ribulose 1,5-bisphosphate (RuBP) regeneration. The stroma is also the location of chloroplast DNA and chloroplast ribosomes, and thus also the location of molecular processes including chloroplast DNA replication, and transcription/translation of some chloroplast proteins. See also Granum Document 4::: Photosystems are functional and structural units of protein complexes involved in photosynthesis. Together they carry out the primary photochemistry of photosynthesis: the absorption of light and the transfer of energy and electrons. Photosystems are found in the thylakoid membranes of plants, algae, and cyanobacteria. These membranes are located inside the chloroplasts of plants and algae, and in the cytoplasmic membrane of photosynthetic bacteria. There are two kinds of photosystems: PSI and PSII. PSII will absorb red light, and PSI will absorb far-red light. Although photosynthetic activity will be detected when the photosystems are exposed to either red or far-red light, the photosynthetic activity will be the greatest when plants are exposed to both wavelengths of light. Studies have actually demonstrated that the two wavelengths together have a synergistic effect on the photosynthetic activity, rather than an additive one. Each photosystem has two parts: a reaction center, where the photochemistry occurs, and an antenna complex, which surrounds the reaction center. The antenna complex contains hundreds of chlorophyll molecules which funnel the excitation energy to the center of the photosystem. At the reaction center, the energy will be trapped and transferred to produce a high energy molecule. The main function of PSII is to efficiently split water into oxygen molecules and protons. PSII will provide a steady stream of electrons to PSI, which will boost these in energy and transfer them to NADP and H to make NADPH. The hydrogen from this NADPH can then be used in a number of different processes within the plant. Reaction centers Reaction centers are multi-protein complexes found within the thylakoid membrane. At the heart of a photosystem lies the reaction center, which is an enzyme that uses light to reduce and oxidize molecules (give off and take up electrons). This reaction center is surrounded by light-harvesting complexes that enhance the absorptio The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Where is the site of photosynthesis? A. the chloroplast B. another chloroplast C. the organism D. the chloroburst Answer:
sciq-1981	multiple_choice	Digestion and respiration are both facilitated by the pharynx, more commonly called the what?	[ "nose", "sinus", "throat", "esophagus" ]	C		Relavent Documents: Document 0::: The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott. Laureates Laureates of the award have included: - Intestinal absorption of sugars and peptides: from textbook to surprises See also Physiological Society Annual Review Prize Lecture Document 1::: The esophagus (American English) or oesophagus (British English, see spelling differences; both ; : (o)esophagi or (o)esophaguses), colloquially known also as the food pipe or gullet, is an organ in vertebrates through which food passes, aided by peristaltic contractions, from the pharynx to the stomach. The esophagus is a fibromuscular tube, about long in adults, that travels behind the trachea and heart, passes through the diaphragm, and empties into the uppermost region of the stomach. During swallowing, the epiglottis tilts backwards to prevent food from going down the larynx and lungs. The word oesophagus is from Ancient Greek οἰσοφάγος (oisophágos), from οἴσω (oísō), future form of φέρω (phérō, “I carry”) + ἔφαγον (éphagon, “I ate”). The wall of the esophagus from the lumen outwards consists of mucosa, submucosa (connective tissue), layers of muscle fibers between layers of fibrous tissue, and an outer layer of connective tissue. The mucosa is a stratified squamous epithelium of around three layers of squamous cells, which contrasts to the single layer of columnar cells of the stomach. The transition between these two types of epithelium is visible as a zig-zag line. Most of the muscle is smooth muscle although striated muscle predominates in its upper third. It has two muscular rings or sphincters in its wall, one at the top and one at the bottom. The lower sphincter helps to prevent reflux of acidic stomach content. The esophagus has a rich blood supply and venous drainage. Its smooth muscle is innervated by involuntary nerves (sympathetic nerves via the sympathetic trunk and parasympathetic nerves via the vagus nerve) and in addition voluntary nerves (lower motor neurons) which are carried in the vagus nerve to innervate its striated muscle. The esophagus passes through the thoracic cavity into the diaphragm into the stomach. Document 2::: Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use. In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag Document 3::: The gastrointestinal wall of the gastrointestinal tract is made up of four layers of specialised tissue. From the inner cavity of the gut (the lumen) outwards, these are: Mucosa Submucosa Muscular layer Serosa or adventitia The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the lumen of the tract and comes into direct contact with digested food (chyme). The mucosa itself is made up of three layers: the epithelium, where most digestive, absorptive and secretory processes occur; the lamina propria, a layer of connective tissue, and the muscularis mucosae, a thin layer of smooth muscle. The submucosa contains nerves including the submucous plexus (also called Meissner's plexus), blood vessels and elastic fibres with collagen, that stretches with increased capacity but maintains the shape of the intestine. The muscular layer surrounds the submucosa. It comprises layers of smooth muscle in longitudinal and circular orientation that also helps with continued bowel movements (peristalsis) and the movement of digested material out of and along the gut. In between the two layers of muscle lies the myenteric plexus (also called Auerbach's plexus). The serosa/adventitia are the final layers. These are made up of loose connective tissue and coated in mucus so as to prevent any friction damage from the intestine rubbing against other tissue. The serosa is present if the tissue is within the peritoneum, and the adventitia if the tissue is retroperitoneal. Structure When viewed under the microscope, the gastrointestinal wall has a consistent general form, but with certain parts differing along its course. Mucosa The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the cavity (lumen) of the tract and comes into direct contact with digested food (chyme). The mucosa is made up of three layers: The epithelium is the innermost layer. It is where most digestive, absorptive and secretory processes occur. The lamina propr Document 4::: Swallowing, sometimes called deglutition in scientific contexts, is the process in the human or animal body that allows for a substance to pass from the mouth, to the pharynx, and into the esophagus, while shutting the epiglottis. Swallowing is an important part of eating and drinking. If the process fails and the material (such as food, drink, or medicine) goes through the trachea, then choking or pulmonary aspiration can occur. In the human body the automatic temporary closing of the epiglottis is controlled by the swallowing reflex. The portion of food, drink, or other material that will move through the neck in one swallow is called a bolus. In colloquial English, the term "swallowing" is also used to describe the action of taking in a large mouthful of food without any biting, where the word gulping is more adequate. In humans Swallowing comes so easily to most people that the process rarely prompts much thought. However, from the viewpoints of physiology, of speech–language pathology, and of health care for people with difficulty in swallowing (dysphagia), it is an interesting topic with extensive scientific literature. Coordination and control Eating and swallowing are complex neuromuscular activities consisting essentially of three phases, an oral, pharyngeal and esophageal phase. Each phase is controlled by a different neurological mechanism. The oral phase, which is entirely voluntary, is mainly controlled by the medial temporal lobes and limbic system of the cerebral cortex with contributions from the motor cortex and other cortical areas. The pharyngeal swallow is started by the oral phase and subsequently is coordinated by the swallowing center on the medulla oblongata and pons. The reflex is initiated by touch receptors in the pharynx as a bolus of food is pushed to the back of the mouth by the tongue, or by stimulation of the palate (palatal reflex). Swallowing is a complex mechanism using both skeletal muscle (tongue) and smooth muscles of the p The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Digestion and respiration are both facilitated by the pharynx, more commonly called the what? A. nose B. sinus C. throat D. esophagus Answer:
sciq-6796	multiple_choice	The mass percentage of a solution component is defined as the ratio of the component’s mass to ________?	[ "solution ’ s mass", "solvent's mass", "liquid's mass", "enough ’ s mass" ]	A		Relavent Documents: Document 0::: In chemistry, the mass fraction of a substance within a mixture is the ratio (alternatively denoted ) of the mass of that substance to the total mass of the mixture. Expressed as a formula, the mass fraction is: Because the individual masses of the ingredients of a mixture sum to , their mass fractions sum to unity: Mass fraction can also be expressed, with a denominator of 100, as percentage by mass (in commercial contexts often called percentage by weight, abbreviated wt.% or % w/w; see mass versus weight). It is one way of expressing the composition of a mixture in a dimensionless size; mole fraction (percentage by moles, mol%) and volume fraction (percentage by volume, vol%) are others. When the prevalences of interest are those of individual chemical elements, rather than of compounds or other substances, the term mass fraction can also refer to the ratio of the mass of an element to the total mass of a sample. In these contexts an alternative term is mass percent composition. The mass fraction of an element in a compound can be calculated from the compound's empirical formula or its chemical formula. Terminology Percent concentration does not refer to this quantity. This improper name persists, especially in elementary textbooks. In biology, the unit "%" is sometimes (incorrectly) used to denote mass concentration, also called mass/volume percentage. A solution with 1g of solute dissolved in a final volume of 100mL of solution would be labeled as "1%" or "1% m/v" (mass/volume). This is incorrect because the unit "%" can only be used for dimensionless quantities. Instead, the concentration should simply be given in units of g/mL. Percent solution or percentage solution are thus terms best reserved for mass percent solutions (m/m, m%, or mass solute/mass total solution after mixing), or volume percent solutions (v/v, v%, or volume solute per volume of total solution after mixing). The very ambiguous terms percent solution and percentage solutions Document 1::: In chemistry and fluid mechanics, the volume fraction φi is defined as the volume of a constituent Vi divided by the volume of all constituents of the mixture V prior to mixing: Being dimensionless, its unit is 1; it is expressed as a number, e.g., 0.18. It is the same concept as volume percent (vol%) except that the latter is expressed with a denominator of 100, e.g., 18%. The volume fraction coincides with the volume concentration in ideal solutions where the volumes of the constituents are additive (the volume of the solution is equal to the sum of the volumes of its ingredients). The sum of all volume fractions of a mixture is equal to 1: The volume fraction (percentage by volume, vol%) is one way of expressing the composition of a mixture with a dimensionless quantity; mass fraction (percentage by weight, wt%) and mole fraction (percentage by moles, mol%) are others. Volume concentration and volume percent Volume percent is the concentration of a certain solute, measured by volume, in a solution. It has as a denominator the volume of the mixture itself, as usual for expressions of concentration, rather than the total of all the individual components’ volumes prior to mixing: Volume percent is usually used when the solution is made by mixing two fluids, such as liquids or gases. However, percentages are only additive for ideal gases. The percentage by volume (vol%) is one way of expressing the composition of a mixture with a dimensionless quantity; mass fraction (percentage by weight, wt%) and mole fraction (percentage by moles, mol%) are others. In the case of a mixture of ethanol and water, which are miscible in all proportions, the designation of solvent and solute is arbitrary. The volume of such a mixture is slightly less than the sum of the volumes of the components. Thus, by the above definition, the term "40% alcohol by volume" refers to a mixture of 40 volume units of ethanol with enough water to make a final volume of 100 units, rather than a Document 2::: In aerospace engineering, the propellant mass fraction is the portion of a vehicle's mass which does not reach the destination, usually used as a measure of the vehicle's performance. In other words, the propellant mass fraction is the ratio between the propellant mass and the initial mass of the vehicle. In a spacecraft, the destination is usually an orbit, while for aircraft it is their landing location. A higher mass fraction represents less weight in a design. Another related measure is the payload fraction, which is the fraction of initial weight that is payload. It can be applied to a vehicle, a stage of a vehicle or to a rocket propulsion system. Formulation The propellant mass fraction is given by: where: is the propellant mass fraction is the initial mass of the vehicle is the propellant mass is the final mass of the vehicle Significance In rockets for a given target orbit, a rocket's mass fraction is the portion of the rocket's pre-launch mass (fully fueled) that does not reach orbit. The propellant mass fraction is the ratio of just the propellant to the entire mass of the vehicle at takeoff (propellant plus dry mass). In the cases of a single-stage-to-orbit (SSTO) vehicle or suborbital vehicle, the mass fraction equals the propellant mass fraction, which is simply the fuel mass divided by the mass of the full spaceship. A rocket employing staging, which are the only designs to have reached orbit, has a mass fraction higher than the propellant mass fraction because parts of the rocket itself are dropped off en route. Propellant mass fractions are typically around 0.8 to 0.9. In aircraft, mass fraction is related to range, an aircraft with a higher mass fraction can go farther. Aircraft mass fractions are typically around 0.5. When applied to a rocket as a whole, a low mass fraction is desirable, since it indicates a greater capability for the rocket to deliver payload to orbit for a given amount of fuel. Conversely, when applied to a single Document 3::: In chemistry and biology, the dilution ratio and dilution factor are two related (but slightly different) expressions of the change in concentration of a liquid substance when mixing it with another liquid substance. They are often used for simple dilutions, one in which a unit volume of a liquid material of interest is combined with an appropriate volume of a solvent liquid to achieve the desired concentration. The diluted material must be thoroughly mixed to achieve the true dilution. For example, in a solution with a 1:5 dilution ratio, entails combining 1 unit volume of solute (the material to be diluted) with 5 unit volumes of the solvent to give 6 total units of total volume. In photographic development, dilutions are normally given in a '1+x' format. For example '1+49' would typically mean 1 part concentrate and 49 parts water, meaning a 500ml solution would require 10ml concentrate and 490ml water. Dilution factor The "dilution factor" is an expression which describes the ratio of the aliquot volume to the final volume. Dilution factor is a notation often used in commercial assays. For example, in solution with a 1/5 dilution factor (which may be abbreviated as x5 dilution), entails combining 1 unit volume of solute (the material to be diluted) with (approximately) 4 unit volumes of the solvent to give 5 units of total volume. The following formulas can be used to calculate the volumes of solute () and solvent () to be used: where is the desired total volume, and is the desired dilution factor number (the number in the position of if expressed as " dilution factor" or " dilution"). However, some solutions and mixtures take up slightly less volume than their components. In other areas of science such as pharmacy, and in non-scientific usage, a dilution is normally given as a plain ratio of solvent to solute. For large factors, this confusion makes only a minor difference, but in precise work it can be important to make clear whether dilution ratio or Document 4::: Osmotic concentration, formerly known as osmolarity, is the measure of solute concentration, defined as the number of osmoles (Osm) of solute per litre (L) of solution (osmol/L or Osm/L). The osmolarity of a solution is usually expressed as Osm/L (pronounced "osmolar"), in the same way that the molarity of a solution is expressed as "M" (pronounced "molar"). Whereas molarity measures the number of moles of solute per unit volume of solution, osmolarity measures the number of osmoles of solute particles per unit volume of solution. This value allows the measurement of the osmotic pressure of a solution and the determination of how the solvent will diffuse across a semipermeable membrane (osmosis) separating two solutions of different osmotic concentration. Unit The unit of osmotic concentration is the osmole. This is a non-SI unit of measurement that defines the number of moles of solute that contribute to the osmotic pressure of a solution. A milliosmole (mOsm) is 1/1,000 of an osmole. A microosmole (μOsm) (also spelled micro-osmole) is 1/1,000,000 of an osmole. Types of solutes Osmolarity is distinct from molarity because it measures osmoles of solute particles rather than moles of solute. The distinction arises because some compounds can dissociate in solution, whereas others cannot. Ionic compounds, such as salts, can dissociate in solution into their constituent ions, so there is not a one-to-one relationship between the molarity and the osmolarity of a solution. For example, sodium chloride (NaCl) dissociates into Na+ and Cl− ions. Thus, for every 1 mole of NaCl in solution, there are 2 osmoles of solute particles (i.e., a 1 mol/L NaCl solution is a 2 osmol/L NaCl solution). Both sodium and chloride ions affect the osmotic pressure of the solution. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The mass percentage of a solution component is defined as the ratio of the component’s mass to ________? A. solution ’ s mass B. solvent's mass C. liquid's mass D. enough ’ s mass Answer:
sciq-7708	multiple_choice	The ostwald process is the commercial method for producing what?	[ "chlorine", "nitric acid", "citric acid", "deoxyribonucleic acid" ]	B		Relavent Documents: Document 0::: 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 1::: The Investigative Biology Teaching Laboratories are located at Cornell University on the first floor Comstock Hall. They are well-equipped biology teaching laboratories used to provide hands-on laboratory experience to Cornell undergraduate students. Currently, they are the home of the Investigative Biology Laboratory Course, (BioG1500), and frequently being used by the Cornell Institute for Biology Teachers, the Disturbance Ecology course and Insectapalooza. In the past the Investigative Biology Teaching Laboratories hosted the laboratory portion of the Introductory Biology Course with the course number of Bio103-104 (renumbered to BioG1103-1104). The Investigative Biology Teaching Laboratories house the Science Communication and Public Engagement Undergraduate Minor. History Bio103-104 BioG1103-1104 Biological Sciences Laboratory course was a two-semester, two-credit course. BioG1103 was offered in the spring, while 1104 was offered in the fall. BioG1500 This course was first offered in Fall 2010. It is a one semester course, offered in the Fall, Spring and Summer for 2 credits. One credit is being awarded for the letter and one credit for the three-hour-long lab, following the SUNY system. Document 2::: Bioprocess engineering, also biochemical engineering, is a specialization of chemical engineering or biological engineering. It deals with the design and development of equipment and processes for the manufacturing of products such as agriculture, food, feed, pharmaceuticals, nutraceuticals, chemicals, and polymers and paper from biological materials & treatment of waste water. Bioprocess engineering is a conglomerate of mathematics, biology and industrial design, and consists of various spectrums like the design and study of bioreactors (operational mode, instrumentation, and physical layout) to the creation of kinetic models. It also deals with studying various biotechnological processes used in industries for large scale production of biological product for optimization of yield in the end product and the quality of end product. Bioprocess engineering may include the work of mechanical, electrical, and industrial engineers to apply principles of their disciplines to processes based on using living cells or sub component of such cells. Colleges and universities Auburn University University of Georgia (Biochemical Engineering) Michigan Technological University McMaster University Technical University of Munich University of Natural Resources and Life Sciences, Vienna Keck Graduate Institute of Applied Life Sciences (KGI Amgen Bioprocessing Center) Kungliga Tekniska högskolan- KTH - Royal Institute of Technology (Dept. of Industrial Biotechnology) Queensland University of Technology (QUT) University of Cape Town (Centre for Bioprocess Engineering Research) SUNY-ESF (Bioprocess Engineering Program) Université de Sherbrooke University of British Columbia UC Berkeley UC Davis Savannah Technical College University of Illinois Urbana-Champaign (Integrated Bioprocessing Research Laboratory) University of Iowa (Chemical and Biochemical Engineering) University of Minnesota (Bioproducts and Biosystems Engineering) East Carolina University Jacob School of Biotechnology Document 3::: 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 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 ostwald process is the commercial method for producing what? A. chlorine B. nitric acid C. citric acid D. deoxyribonucleic acid Answer:
sciq-10376	multiple_choice	Connecting to the brainstem and extending down the body through the spinal column is the spinal cord. the spinal cord is a thick bundle of nerve tissue that carries information about the body to this?	[ "lungs", "liver", "stomach", "brain" ]	D		Relavent Documents: Document 0::: The following diagram is provided as an overview of and topical guide to the human nervous system: Human nervous system – the part of the human body that coordinates a person's voluntary and involuntary actions and transmits signals between different parts of the body. The human nervous system consists of two main parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS contains the brain and spinal cord. The PNS consists mainly of nerves, which are long fibers that connect the CNS to every other part of the body. The PNS includes motor neurons, mediating voluntary movement; the autonomic nervous system, comprising the sympathetic nervous system and the parasympathetic nervous system and regulating involuntary functions; and the enteric nervous system, a semi-independent part of the nervous system whose function is to control the gastrointestinal system. Evolution of the human nervous system Evolution of nervous systems Evolution of human intelligence Evolution of the human brain Paleoneurology Some branches of science that study the human nervous system Neuroscience Neurology Paleoneurology Central nervous system The central nervous system (CNS) is the largest part of the nervous system and includes the brain and spinal cord. Spinal cord Brain Brain – center of the nervous system. Outline of the human brain List of regions of the human brain Principal regions of the vertebrate brain: Peripheral nervous system Peripheral nervous system (PNS) – nervous system structures that do not lie within the CNS. Sensory system A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory receptors, neural pathways, and parts of the brain involved in sensory perception. List of sensory systems Sensory neuron Perception Visual system Auditory system Somatosensory system Vestibular system Olfactory system Taste Pain Components of the nervous system Neuron I Document 1::: H2.00.04.4.01001: Lymphoid tissue H2.00.05.0.00001: Muscle tissue H2.00.05.1.00001: Smooth muscle tissue H2.00.05.2.00001: Striated muscle tissue H2.00.06.0.00001: Nerve tissue H2.00.06.1.00001: Neuron H2.00.06.2.00001: Synapse H2.00.06.2.00001: Neuroglia h3.01: Bones h3.02: Joints h3.03: Muscles h3.04: Alimentary system h3.05: Respiratory system h3.06: Urinary system h3.07: Genital system h3.08: Document 2::: The human brain anatomical regions are ordered following standard neuroanatomy hierarchies. Functional, connective, and developmental regions are listed in parentheses where appropriate. Hindbrain (rhombencephalon) Myelencephalon Medulla oblongata Medullary pyramids Arcuate nucleus Olivary body Inferior olivary nucleus Rostral ventrolateral medulla Caudal ventrolateral medulla Solitary nucleus (Nucleus of the solitary tract) Respiratory center-Respiratory groups Dorsal respiratory group Ventral respiratory group or Apneustic centre Pre-Bötzinger complex Botzinger complex Retrotrapezoid nucleus Nucleus retrofacialis Nucleus retroambiguus Nucleus para-ambiguus Paramedian reticular nucleus Gigantocellular reticular nucleus Parafacial zone Cuneate nucleus Gracile nucleus Perihypoglossal nuclei Intercalated nucleus Prepositus nucleus Sublingual nucleus Area postrema Medullary cranial nerve nuclei Inferior salivatory nucleus Nucleus ambiguus Dorsal nucleus of vagus nerve Hypoglossal nucleus Chemoreceptor trigger zone Metencephalon Pons Pontine nuclei Pontine cranial nerve nuclei Chief or pontine nucleus of the trigeminal nerve sensory nucleus (V) Motor nucleus for the trigeminal nerve (V) Abducens nucleus (VI) Facial nerve nucleus (VII) Vestibulocochlear nuclei (vestibular nuclei and cochlear nuclei) (VIII) Superior salivatory nucleus Pontine tegmentum Pontine micturition center (Barrington's nucleus) Locus coeruleus Pedunculopontine nucleus Laterodorsal tegmental nucleus Tegmental pontine reticular nucleus Nucleus incertus Parabrachial area Medial parabrachial nucleus Lateral parabrachial nucleus Subparabrachial nucleus (Kölliker-Fuse nucleus) Pontine respiratory group Superior olivary complex Medial superior olive Lateral superior olive Medial nucleus of the trapezoid body Paramedian pontine reticular formation Parvocellular reticular nucleus Caudal pontine reticular nucleus Cerebellar peduncles Superior cerebellar peduncle Middle cerebellar peduncle Inferior Document 3::: The brainstem (or brain stem) is the stalk-like part of the brain that interconnects the cerebrum and diencephalon with the spinal cord. In the human brain, the brainstem is composed of the midbrain, the pons, and the medulla oblongata. The midbrain is continuous with the thalamus of the diencephalon through the tentorial notch. The brainstem is very small, making up around only 2.6 percent of the brain's total weight. It has the critical roles of regulating cardiac, and respiratory function, helping to control heart rate and breathing rate. It also provides the main motor and sensory nerve supply to the face and neck via the cranial nerves. Ten pairs of cranial nerves come from the brainstem. Other roles include the regulation of the central nervous system and the body's sleep cycle. It is also of prime importance in the conveyance of motor and sensory pathways from the rest of the brain to the body, and from the body back to the brain. These pathways include the corticospinal tract (motor function), the dorsal column-medial lemniscus pathway (fine touch, vibration sensation, and proprioception), and the spinothalamic tract (pain, temperature, itch, and crude touch). Structure The parts of the brainstem are the midbrain, the pons, and the medulla oblongata; the diencephalon is sometimes considered part of the brainstem. The brainstem extends from just above the tentorial notch superiorly to the first cervical vertebra below the foramen magnum inferiorly. Midbrain The midbrain is further subdivided into three parts: tectum, tegmentum, and the ventral tegmental area. The tectum forms the ceiling. The tectum comprises the paired structure of the superior and inferior colliculi and is the dorsal covering of the cerebral aqueduct. The inferior colliculus is the principal midbrain nucleus of the auditory pathway and receives input from several peripheral brainstem nuclei, as well as inputs from the auditory cortex. Its inferior brachium (arm-like process) reaches t Document 4::: The ovarian cortex is the outer portion of the ovary. The ovarian follicles are located within the ovarian cortex. The ovarian cortex is made up of connective tissue. Ovarian cortex tissue transplant has been performed to treat infertility. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Connecting to the brainstem and extending down the body through the spinal column is the spinal cord. the spinal cord is a thick bundle of nerve tissue that carries information about the body to this? A. lungs B. liver C. stomach D. brain Answer:
sciq-5949	multiple_choice	What kind of messages do neurons send?	[ "digestive messages", "Neurotic messages", "electrical messages", "minor messages" ]	C		Relavent Documents: Document 0::: There are yet unsolved problems in neuroscience, although some of these problems have evidence supporting a hypothesized solution, and the field is rapidly evolving. One major problem is even enumerating what would belong on a list such as this. However, these problems include: Consciousness Consciousness: How can consciousness be defined? What is the neural basis of subjective experience, cognition, wakefulness, alertness, arousal, and attention? Quantum mind: Does quantum mechanical phenomena, such as entanglement and superposition, play an important part in the brain's function and can it explain critical aspects of consciousness? Is there a "hard problem of consciousness"? If so, how is it solved? What, if any, is the function of consciousness? What is the nature and mechanism behind near-death experiences? How can death be defined? Can consciousness exist after death? If consciousness is generated by brain activity, then how do some patients with physically deteriorated brains suddenly gain a brief moment of restored consciousness prior to death, a phenomenon known as terminal lucidity? Problem of representation: How exactly does the mind function (or how does the brain interpret and represent information about the world)? Bayesian mind: Does the mind make sense of the world by constantly trying to make predictions according to the rules of Bayesian probability? Computational theory of mind: Is the mind a symbol manipulation system, operating on a model of computation, similar to a computer? Connectionism: Can the mind be explained by mathematical models known as artificial neural networks? Embodied cognition: Is the cognition of an organism affected by the organism's entire body (rather than just simply its brain), including its interactions with the environment? Extended mind thesis: Does the mind not only exist in the brain, but also functions in the outside world by using physical objects as mental processes? Or just as prosthetic limbs can becom Document 1::: The following outline is provided as an overview of and topical guide to neuroscience: Neuroscience is the scientific study of the structure and function of the nervous system. It encompasses the branch of biology that deals with the anatomy, biochemistry, molecular biology, and physiology of neurons and neural circuits. It also encompasses cognition, and human behavior. Neuroscience has multiple concepts that each relate to learning abilities and memory functions. Additionally, the brain is able to transmit signals that cause conscious/unconscious behaviors that are responses verbal or non-verbal. This allows people to communicate with one another. Branches of neuroscience Neurophysiology Neurophysiology is the study of the function (as opposed to structure) of the nervous system. Brain mapping Electrophysiology Extracellular recording Intracellular recording Brain stimulation Electroencephalography Intermittent rhythmic delta activity :Category: Neurophysiology :Category: Neuroendocrinology :Neuroendocrinology Neuroanatomy Neuroanatomy is the study of the anatomy of nervous tissue and neural structures of the nervous system. Immunostaining :Category: Neuroanatomy Neuropharmacology Neuropharmacology is the study of how drugs affect cellular function in the nervous system. Drug Psychoactive drug Anaesthetic Narcotic Behavioral neuroscience Behavioral neuroscience, also known as biological psychology, biopsychology, or psychobiology, is the application of the principles of biology to the study of mental processes and behavior in human and non-human animals. Neuroethology Developmental neuroscience Developmental neuroscience aims to describe the cellular basis of brain development and to address the underlying mechanisms. The field draws on both neuroscience and developmental biology to provide insight into the cellular and molecular mechanisms by which complex nervous systems develop. Aging and memory Cognitive neuroscience Cognitive ne Document 2::: The following are two lists of animals ordered by the size of their nervous system. The first list shows number of neurons in their entire nervous system, indicating their overall neural complexity. The second list shows the number of neurons in the structure that has been found to be representative of animal intelligence. The human brain contains 86 billion neurons, with 16 billion neurons in the cerebral cortex. Scientists are engaged in counting, quantification, in order to find answers to the question in the strategy of neuroscience and intelligence of "self-knowledge": how the evolution of a set of components and parameters (~1011 neurons, ~1014 synapses) of a complex system could lead to the phenomenon of the appearance of intelligence in the biological species "sapiens". Overview Neurons are the cells that transmit information in an animal's nervous system so that it can sense stimuli from its environment and behave accordingly. Not all animals have neurons; Trichoplax and sponges lack nerve cells altogether. Neurons may be packed to form structures such as the brain of vertebrates or the neural ganglions of insects. The number of neurons and their relative abundance in different parts of the brain is a determinant of neural function and, consequently, of behavior. Whole nervous system All numbers for neurons (except Caenorhabditis and Ciona), and all numbers for synapses (except Ciona) are estimations. List of animal species by forebrain (cerebrum or pallium) neuron number The question of what physical characteristic of an animal makes an animal intelligent has varied over the centuries. One early speculation was brain size (or weight, which provides the same ordering.) A second proposal was brain-to-body-mass ratio, and a third was encephalization quotient, sometimes referred to as EQ. The current best predictor is number of neurons in the forebrain, based on Herculano-Houzel's improved neuron counts. It accounts most accurately for variations Document 3::: Jennifer M. Li is a Systems Neuroscience & Neuroengineering researcher who is a Max Planck Research Group Leader at the RoLi lab at the Max Planck Institute for Biological Cybernetics. She records and manipulates neural activity in larval zebra fish to research motivation and attention. and has been published in the journal Nature for her work on how the zebra fish brain switches between internal states when foraging for live prey. The RoLi lab has developed a revolutionary microscopy systems that enable whole-brain imaging of freely swimming larval zebra fish. With this technology, Li and Robson aim to investigate natural behaviors in the zebra fish, including spatial navigation, social behavior, feeding, and reward. Background and education Jennifer Li received her B.A. in Molecular Biology from Princeton University, where she worked on host-parasite symbiosis and embryonic development in the Wieschaus lab. She received her Ph.D. from Harvard University, where she worked on operant learning and brain-wide neural imaging in the Schier and Engert labs. During her graduate education at Harvard University, Li was a Rowland Junior Fellow in the Rowland Institute at Harvard University. At the Rowland Institute, Li, along with Drew Robson, led their experiment on zebra fish before finishing the project at the Max Planck Institute for Biological Cybernetics. Career Jennifer Li and Drew Robson combined brain tracking with a variant of HiLo microscopy to build Differential Illumination Focal Filtering (DIFF) microscopy Publications Her most cited publications are: Misha B Ahrens, Michael B Orger, Drew N Robson, Jennifer M Li, Philipp J Keller, "Whole-brain functional imaging at cellular resolution using light-sheet microscopy" Nature Methods 10 (5), 413-420 (2013) MB Ahrens, JM Li, MB Orger, DN Robson, AF Schier, F Engert, ... "Brain-wide neuronal dynamics during motor adaptation in zebrafish" Nature 485 (7399), 471-477 (2012) HM Frydman, JM Li, DN Robson, E Wieschaus, Document 4::: Neuroinformatics is the field that combines informatics and neuroscience. Neuroinformatics is related with neuroscience data and information processing by artificial neural networks. There are three main directions where neuroinformatics has to be applied: the development of computational models of the nervous system and neural processes. the development of tools for analyzing and modeling neuroscience data, the development of tools and databases for management and sharing of neuroscience data at all levels of analysis, Neuroinformatics is related to philosophy (computational theory of mind), psychology (information processing theory), computer science (natural computing, bio-inspired computing), among others. Neuroinformatics doesn't deal with matter or energy, so it can be seen as a branch of neurobiology that studies various aspects of nervous systems. The term neuroinformatics seems to be used synonymously with cognitive informatics, described by Journal of Biomedical Informatics as interdisciplinary domain that focuses on human information processing, mechanisms and processes within the context of computing and computing applications. According to German National Library, neuroinformatics is synonymous with neurocomputing. At Proceedings of the 10th IEEE International Conference on Cognitive Informatics and Cognitive Computing was introduced the following description: Cognitive Informatics (CI) as a transdisciplinary enquiry of computer science, information sciences, cognitive science, and intelligence science. CI investigates into the internal information processing mechanisms and processes of the brain and natural intelligence, as well as their engineering applications in cognitive computing. According to INCF, neuroinformatics is a research field devoted to the development of neuroscience data and knowledge bases together with computational models. Neuroinformatics in neuropsychology and neurobiology Models of neural computation Models of neural compu The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What kind of messages do neurons send? A. digestive messages B. Neurotic messages C. electrical messages D. minor messages Answer:
sciq-6413	multiple_choice	What organism are resistant to freezing and drying and also are metabolically inactive?	[ "trichina", "zygosporangia", "giardia", "spirogyra" ]	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::: Biostasis or Cryptobiosis is the ability of an organism to tolerate environmental changes without having to actively adapt to them. Biostasis is found in organisms that live in habitats that likely encounter unfavorable living conditions, such as drought, freezing temperatures, change in pH levels, pressure, or temperature. Insects undergo a type of dormancy to survive these conditions, called diapause. Diapause may be obligatory for these insects to survive. The insect may also be able to undergo change prior to the arrival of the initiating event. Microorganisms Biostasis in this context is also synonymous for viable but nonculturable state. In the past when bacteria were no longer growing on culture media it was assumed that they were dead. Now we can understand that there are many instances where bacteria cells may go into biostasis or suspended animation, fail to grow on media, and on resuscitation are again culturable. VBNC state differs from 'starvation survival state' (where a cell just reduces metabolism significantly). Bacteria cells may enter the VBNC state as a result of some outside stressor such as "starvation, incubation outside the temperature range of growth, elevated osmotic concentrations (seawater), oxygen concentrations, or exposure to white light". Any of these instances could very easily mean death for the bacteria if it was not able to enter this state of dormancy. It has also been observed that in may instances where it was thought that bacteria had been destroyed (pasteurization of milk) and later caused spoilage or harmful effects to consumers because the bacteria had entered the VBNC state. Effects on cells entering the VBNC state include "dwarfing, changes in metabolic activity, reduced nutrient transport, respiration rates and macromolecular synthesis". Yet biosynthesis continues, and shock proteins are made. Most importantly has been observed that ATP levels and generation remain high, completely contrary to dying cells which show ra Document 2::: Bioprecipitation is the concept of rain-making bacteria and was proposed by David Sands from Montana State University in the 1970s. The formation of ice in clouds is required for snow and most rainfall. Dust and soot particles can serve as ice nuclei, but biological ice nuclei are capable of catalyzing freezing at much warmer temperatures. The ice-nucleating bacteria currently known are mostly plant pathogens. Recent research suggests that bacteria may be present in clouds as part of an evolved process of dispersal. Ice-nucleating proteins derived from ice-nucleating bacteria are used for snowmaking. Plant pathogens Most known ice-nucleating bacteria are plant pathogens. These pathogens can cause freezing injury in plants. In the United States alone, it has been estimated that frost accounts for approximately $1 billion in crop damage each year. The ice-minus variant of P. syringae is a mutant, lacking the gene responsible for ice-nucleating surface protein production. This lack of surface protein provides a less favorable environment for ice formation. Both strains of P. syringae occur naturally, but recombinant DNA technology has allowed for the synthetic removal or alteration of specific genes, enabling the creation of the ice-minus strain. The introduction of an ice-minus strain of P. syringae to the surface of plants would incur competition between the strains. Should the ice-minus strain win out, the ice nucleate provided by P. syringae would no longer be present, lowering the level of frost development on plant surfaces at normal water freezing temperature (0°C). Dispersal of bacteria through rainfall Bacteria present in clouds may have evolved to use rainfall as a means of dispersing themselves. The bacteria are found in snow, soils and seedlings in locations such as Antarctica, the Yukon Territory of Canada and the French Alps, according to Brent Christner, a microbiologist at Louisiana State University. It has been suggested that the bacteria are pa Document 3::: 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 4::: List of Useful Microorganisms Used In preparation Of Food And Beverage See also Fermentation (food) Food microbiology The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What organism are resistant to freezing and drying and also are metabolically inactive? A. trichina B. zygosporangia C. giardia D. spirogyra Answer:
sciq-9001	multiple_choice	Although vitamins and minerals do not provide what, they are still essential for good health?	[ "flavor", "energy", "antioxidants", "enzymes" ]	B		Relavent Documents: Document 0::: Human nutrition deals with the provision of essential nutrients in food that are necessary to support human life and good health. Poor nutrition is a chronic problem often linked to poverty, food security, or a poor understanding of nutritional requirements. Malnutrition and its consequences are large contributors to deaths, physical deformities, and disabilities worldwide. Good nutrition is necessary for children to grow physically and mentally, and for normal human biological development. Overview The human body contains chemical compounds such as water, carbohydrates, amino acids (found in proteins), fatty acids (found in lipids), and nucleic acids (DNA and RNA). These compounds are composed of elements such as carbon, hydrogen, oxygen, nitrogen, and phosphorus. Any study done to determine nutritional status must take into account the state of the body before and after experiments, as well as the chemical composition of the whole diet and of all the materials excreted and eliminated from the body (including urine and feces). Nutrients The seven major classes of nutrients are carbohydrates, fats, fiber, minerals, proteins, vitamins, and water. Nutrients can be grouped as either macronutrients or micronutrients (needed in small quantities). Carbohydrates, fats, and proteins are macronutrients, and provide energy. Water and fiber are macronutrients but do not provide energy. The micronutrients are minerals and vitamins. The macronutrients (excluding fiber and water) provide structural material (amino acids from which proteins are built, and lipids from which cell membranes and some signaling molecules are built), and energy. Some of the structural material can also be used to generate energy internally, and in either case it is measured in Joules or kilocalories (often called "Calories" and written with a capital 'C' to distinguish them from little 'c' calories). Carbohydrates and proteins provide 17 kJ approximately (4 kcal) of energy per gram, while fats prov Document 1::: Relatively speaking, the brain consumes an immense amount of energy in comparison to the rest of the body. The mechanisms involved in the transfer of energy from foods to neurons are likely to be fundamental to the control of brain function. Human bodily processes, including the brain, all require both macronutrients, as well as micronutrients. Insufficient intake of selected vitamins, or certain metabolic disorders, may affect cognitive processes by disrupting the nutrient-dependent processes within the body that are associated with the management of energy in neurons, which can subsequently affect synaptic plasticity, or the ability to encode new memories. Macronutrients The human brain requires nutrients obtained from the diet to develop and sustain its physical structure and cognitive functions. Additionally, the brain requires caloric energy predominately derived from the primary macronutrients to operate. The three primary macronutrients include carbohydrates, proteins, and fats. Each macronutrient can impact cognition through multiple mechanisms, including glucose and insulin metabolism, neurotransmitter actions, oxidative stress and inflammation, and the gut-brain axis. Inadequate macronutrient consumption or proportion could impair optimal cognitive functioning and have long-term health implications. Carbohydrates Through digestion, dietary carbohydrates are broken down and converted into glucose, which is the sole energy source for the brain. Optimal brain function relies on adequate carbohydrate consumption, as carbohydrates provide the quickest source of glucose for the brain. Glucose deficiencies such as hypoglycaemia reduce available energy for the brain and impair all cognitive processes and performance. Additionally, situations with high cognitive demand, such as learning a new task, increase brain glucose utilization, depleting blood glucose stores and initiating the need for supplementation. Complex carbohydrates, especially those with high d Document 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::: A provitamin is a substance that may be converted within the body to a vitamin. The term previtamin is a synonym. The term "provitamin" is used when it is desirable to label a substance with little or no vitamin activity, but which can be converted to an active form by normal metabolic processes. Example Some provitamins are: "Provitamin A" is a name for β-carotene, which has only about 1/6 the biological activity of retinol (vitamin A); the body uses an enzyme to convert β-carotene to retinol. In other contexts, both β-carotene and retinol are simply considered to be different forms (vitamers) of vitamin A. "Provitamin B5" is a name for panthenol, which may be converted in the body to vitamin B5 (pantothenic acid). Menadione is a synthetic provitamin of vitamin K. Provitamin D2 is ergosterol, and provitamin D3 is 7-dehydrocholesterol. They are converted by UV light into vitamin D. The human body produces provitamin D3 naturally; deficiency is usually caused by a lack of sun exposure, not a lack of the provitamin. Document 4::: A bioactive compound is a compound that has an effect on a living organism, tissue or cell, usually demonstrated by basic research in vitro or in vivo in the laboratory. While dietary nutrients are essential to life, bioactive compounds have not been proved to be essential as the body can function without them or because their actions are obscured by nutrients fulfilling the function. Bioactive compounds lack sufficient evidence of effect or safety, and consequently they are usually unregulated and may be sold as dietary supplements. Origin and examples Bioactive compounds are commonly derived from plants, animal products, or can be synthetically produced. Examples of plant bioactive compounds are carotenoids, polyphenols, or phytosterols. Examples in animal products are fatty acids found in milk and fish. Other examples are flavonoids, caffeine, choline, coenzyme Q, creatine, dithiolthiones, polysaccharides, phytoestrogens, glucosinolates, and prebiotics. In the diet The NIH Office of Dietary Supplements proposed a definition of bioactives in the context of human nutrition as "compounds that are constituents in foods and dietary supplements, other than those needed to meet basic human nutritional needs, which are responsible for changes in health status", although a range of other definitions are used. Traditionally, dietary recommendations, such as DRIs used in Canada and the United States, focused on deficiencies causing diseases, and therefore emphasized defined essential nutrients. Bioactive compounds have not been adequately defined for the extent of their bioactivity in humans, indicating that their role in disease prevention and maintenance remains unknown. Dietary fiber, for example, is a non-essential dietary component without a DRI, yet is commonly recommended for the diet to reduce the risk of cardiovascular diseases and cancer. Frameworks for developing DRIs for bioactive compounds have to establish an association with health, safety and non-to The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Although vitamins and minerals do not provide what, they are still essential for good health? A. flavor B. energy C. antioxidants D. enzymes Answer:
sciq-995	multiple_choice	What type of cell has a singular chromosome, no nucleus, and few other organelles?	[ "trophic", "graphic", "prokaryotic", "monophyletic" ]	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::: The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'. Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell. Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms. The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology. Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago. Discovery With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i Document 2::: Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence. Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism. Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry. See also Cell (biology) Cell biology Biomolecule Organelle Tissue (biology) External links https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm Document 3::: A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord. Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types. Multicellular organisms All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special Document 4::: This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year. Lecturers Source: ASCB See also List of biology awards The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of cell has a singular chromosome, no nucleus, and few other organelles? A. trophic B. graphic C. prokaryotic D. monophyletic Answer:
sciq-1366	multiple_choice	What evolutionary concept characterizes a species by body shape and other structural features?	[ "geologic species concept", "morphological species concept", "primary speciation", "spontaneous evolution theory" ]	B		Relavent Documents: Document 0::: Tinbergen's four questions, named after 20th century biologist Nikolaas Tinbergen, are complementary categories of explanations for animal behaviour. These are also commonly referred to as levels of analysis. It suggests that an integrative understanding of behaviour must include ultimate (evolutionary) explanations, in particular: behavioural adaptive functions phylogenetic history; and the proximate explanations underlying physiological mechanisms ontogenetic/developmental history. Four categories of questions and explanations When asked about the purpose of sight in humans and animals, even elementary-school children can answer that animals have vision to help them find food and avoid danger (function/adaptation). Biologists have three additional explanations: sight is caused by a particular series of evolutionary steps (phylogeny), the mechanics of the eye (mechanism/causation), and even the process of an individual's development (ontogeny). This schema constitutes a basic framework of the overlapping behavioural fields of ethology, behavioural ecology, comparative psychology, sociobiology, evolutionary psychology, and anthropology. Julian Huxley identified the first three questions. Niko Tinbergen gave only the fourth question, as Huxley's questions failed to distinguish between survival value and evolutionary history; Tinbergen's fourth question helped resolve this problem. Evolutionary (ultimate) explanations First question: Function (adaptation) Darwin's theory of evolution by natural selection is the only scientific explanation for why an animal's behaviour is usually well adapted for survival and reproduction in its environment. However, claiming that a particular mechanism is well suited to the present environment is different from claiming that this mechanism was selected for in the past due to its history of being adaptive. The literature conceptualizes the relationship between function and evolution in two ways. On the one hand, function Document 1::: 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 2::: The scientific study of speciation — how species evolve to become new species — began around the time of Charles Darwin in the middle of the 19th century. Many naturalists at the time recognized the relationship between biogeography (the way species are distributed) and the evolution of species. The 20th century saw the growth of the field of speciation, with major contributors such as Ernst Mayr researching and documenting species' geographic patterns and relationships. The field grew in prominence with the modern evolutionary synthesis in the early part of that century. Since then, research on speciation has expanded immensely. The language of speciation has grown more complex. Debate over classification schemes on the mechanisms of speciation and reproductive isolation continue. The 21st century has seen a resurgence in the study of speciation, with new techniques such as molecular phylogenetics and systematics. Speciation has largely been divided into discrete modes that correspond to rates of gene flow between two incipient populations. Current research has driven the development of alternative schemes and the discovery of new processes of speciation. Early history Charles Darwin introduced the idea that species could evolve and split into separate lineages, referring to it as specification in his 1859 book On the Origin of Species. It was not until 1906 that the modern term speciation was coined by the biologist Orator F. Cook. Darwin, in his 1859 publication, focused primarily on the changes that can occur within a species, and less on how species may divide into two. It is almost universally accepted that Darwin's book did not directly address its title. Darwin instead saw speciation as occurring by species entering new ecological niches. Darwin's views Controversy exists as to whether Charles Darwin recognized a true geographical-based model of speciation in his publication On the Origin of Species. In chapter 11, "Geographical Distribution", Darwin d Document 3::: Evolutionary biology is the subfield of biology that studies the evolutionary processes (natural selection, common descent, speciation) that produced the diversity of life on Earth. It is also defined as the study of the history of life forms on Earth. Evolution holds that all species are related and gradually change over generations. In a population, the genetic variations affect the phenotypes (physical characteristics) of an organism. These changes in the phenotypes will be an advantage to some organisms, which will then be passed onto their offspring. Some examples of evolution in species over many generations are the peppered moth and flightless birds. In the 1930s, the discipline of evolutionary biology emerged through what Julian Huxley called the modern synthesis of understanding, from previously unrelated fields of biological research, such as genetics and ecology, systematics, and paleontology. The investigational range of current research has widened to encompass the genetic architecture of adaptation, molecular evolution, and the different forces that contribute to evolution, such as sexual selection, genetic drift, and biogeography. Moreover, the newer field of evolutionary developmental biology ("evo-devo") investigates how embryogenesis is controlled, thus yielding a wider synthesis that integrates developmental biology with the fields of study covered by the earlier evolutionary synthesis. Subfields Evolution is the central unifying concept in biology. Biology can be divided into various ways. One way is by the level of biological organization, from molecular to cell, organism to population. Another way is by perceived taxonomic group, with fields such as zoology, botany, and microbiology, reflecting what was once seen as the major divisions of life. A third way is by approaches, such as field biology, theoretical biology, experimental evolution, and paleontology. These alternative ways of dividing up the subject have been combined with evolution Document 4::: Morphology is a branch of biology dealing with the study of the form and structure of organisms and their specific structural features. This includes aspects of the outward appearance (shape, structure, colour, pattern, size), i.e. external morphology (or eidonomy), as well as the form and structure of the internal parts like bones and organs, i.e. internal morphology (or anatomy). This is in contrast to physiology, which deals primarily with function. Morphology is a branch of life science dealing with the study of gross structure of an organism or taxon and its component parts. History The etymology of the word "morphology" is from the Ancient Greek (), meaning "form", and (), meaning "word, study, research". While the concept of form in biology, opposed to function, dates back to Aristotle (see Aristotle's biology), the field of morphology was developed by Johann Wolfgang von Goethe (1790) and independently by the German anatomist and physiologist Karl Friedrich Burdach (1800). Among other important theorists of morphology are Lorenz Oken, Georges Cuvier, Étienne Geoffroy Saint-Hilaire, Richard Owen, Karl Gegenbaur and Ernst Haeckel. In 1830, Cuvier and E.G.Saint-Hilaire engaged in a famous debate, which is said to exemplify the two major deviations in biological thinking at the time – whether animal structure was due to function or evolution. Divisions of morphology Comparative morphology is analysis of the patterns of the locus of structures within the body plan of an organism, and forms the basis of taxonomical categorization. Functional morphology is the study of the relationship between the structure and function of morphological features. Experimental morphology is the study of the effects of external factors upon the morphology of organisms under experimental conditions, such as the effect of genetic mutation. Anatomy is a "branch of morphology that deals with the structure of organisms". Molecular morphology is a rarely used term, usually r The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What evolutionary concept characterizes a species by body shape and other structural features? A. geologic species concept B. morphological species concept C. primary speciation D. spontaneous evolution theory Answer:
sciq-3956	multiple_choice	Located above the stratosphere, what layer is the place where meteors burn up?	[ "unisphere", "mesosphere", "atmosphere", "troposphere" ]	B		Relavent Documents: Document 0::: Atmospheric temperature is a measure of temperature at different levels of the Earth's atmosphere. It is governed by many factors, including incoming solar radiation, humidity and altitude. When discussing surface air temperature, the annual atmospheric temperature range at any geographical location depends largely upon the type of biome, as measured by the Köppen climate classification Temperature versus altitude Temperature varies greatly at different heights relative to Earth's surface and this variation in temperature characterizes the four layers that exist in the atmosphere. These layers include the troposphere, stratosphere, mesosphere, and thermosphere. The troposphere is the lowest of the four layers, extending from the surface of the Earth to about into the atmosphere where the tropopause (the boundary between the troposphere stratosphere) is located. The width of the troposphere can vary depending on latitude, for example, the troposphere is thicker in the tropics (about ) because the tropics are generally warmer, and thinner at the poles (about ) because the poles are colder. Temperatures in the atmosphere decrease with height at an average rate of 6.5°C (11.7°F) per kilometer. Because the troposphere experiences its warmest temperatures closer to Earth's surface, there is great vertical movement of heat and water vapour, causing turbulence. This turbulence, in conjunction with the presence of water vapour, is the reason that weather occurs within the troposphere. Following the tropopause is the stratosphere. This layer extends from the tropopause to the stratopause which is located at an altitude of about . Temperatures remain constant with height from the tropopause to an altitude of , after which they start to increase with height. This happening is referred to as an inversion and It is because of this inversion that the stratosphere is not characterised as turbulent. The stratosphere receives its warmth from the sun and the ozone layer which ab Document 1::: Aeronomy is the scientific study of the upper atmosphere of the Earth and corresponding regions of the atmospheres of other planets. It is a branch of both atmospheric chemistry and atmospheric physics. Scientists specializing in aeronomy, known as aeronomers, study the motions and chemical composition and properties of the Earth's upper atmosphere and regions of the atmospheres of other planets that correspond to it, as well as the interaction between upper atmospheres and the space environment. In atmospheric regions aeronomers study, chemical dissociation and ionization are important phenomena. History The mathematician Sydney Chapman introduced the term aeronomy to describe the study of the Earth's upper atmosphere in 1946 in a letter to the editor of Nature entitled "Some Thoughts on Nomenclature." The term became official in 1954 when the International Union of Geodesy and Geophysics adopted it. "Aeronomy" later also began to refer to the study of the corresponding regions of the atmospheres of other planets. Branches Aeronomy can be divided into three main branches: terrestrial aeronomy, planetary aeronomy, and comparative aeronomy. Terrestrial aeronomy Terrestrial aeronomy focuses on the Earth's upper atmosphere, which extends from the stratopause to the atmosphere's boundary with outer space and is defined as consisting of the mesosphere, thermosphere, and exosphere and their ionized component, the ionosphere. Terrestrial aeronomy contrasts with meteorology, which is the scientific study of the Earth's lower atmosphere, defined as the troposphere and stratosphere. Although terrestrial aeronomy and meteorology once were completely separate fields of scientific study, cooperation between terrestrial aeronomers and meteorologists has grown as discoveries made since the early 1990s have demonstrated that the upper and lower atmospheres have an impact on one another's physics, chemistry, and biology. Terrestrial aeronomers study atmospheric tides and upper- Document 2::: Named meteor showers recur at approximately the same dates each year. They appear to radiate from a certain point in the sky, known as the radiant, and vary in the speed, frequency and brightness of the meteors. As of November 2019, there are 112 established meteor showers. Table of meteor showers Dates are given for 2023. The dates will vary from year to year due to the leap year cycle. This list includes showers with radiants in both the northern and southern hemispheres. There is some overlap, but generally showers whose radiants have positive declinations are best seen from the northern hemisphere, and those with negative declinations are best observed from the southern hemisphere. See also Lists of astronomical objects Sources This list of meteor streams and peak activity times is based on data from the International Meteor Organization while most of the parent body associations are from Gary W. Kronk book, Meteor Showers: A Descriptive Catalog, Enslow Publishers, New Jersey, , and from Peter Jenniskens's book, "Meteor Showers and Their Parent Comets", Cambridge University Press, Cambridge UK, . Document 3::: A micrometeorite is a micrometeoroid that has survived entry through the Earth's atmosphere. Usually found on Earth's surface, micrometeorites differ from meteorites in that they are smaller in size, more abundant, and different in composition. The IAU officially defines meteorites as 30 micrometers to 1 meter; micrometeorites are the small end of the range (~submillimeter). They are a subset of cosmic dust, which also includes the smaller interplanetary dust particles (IDPs). Micrometeorites enter Earth's atmosphere at high velocities (at least 11 km/s) and undergo heating through atmospheric friction and compression. Micrometeorites individually weigh between 10−9 and 10−4 g and collectively comprise most of the extraterrestrial material that has come to the present-day Earth. Fred Lawrence Whipple first coined the term "micro-meteorite" to describe dust-sized objects that fall to the Earth. Sometimes meteoroids and micrometeoroids entering the Earth's atmosphere are visible as meteors or "shooting stars", whether or not they reach the ground and survive as meteorites and micrometeorites. Introduction Micrometeorite (MM) textures vary as their original structural and mineral compositions are modified by the degree of heating that they experience entering the atmosphere—a function of their initial speed and angle of entry. They range from unmelted particles that retain their original mineralogy (Fig. 1 a, b), to partially melted particles (Fig. 1 c, d) to round melted cosmic spherules (Fig. 1 e, f, g, h, Fig. 2) some of which have lost a large portion of their mass through vaporization (Fig. 1 i). Classification is based on composition and degree of heating. The extraterrestrial origins of micrometeorites are determined by microanalyses that show that: The metal they contain is similar to that found in meteorites. Some have wüstite, a high-temperature iron oxide found in meteorite fusion crusts. Their silicate minerals have major and trace elements ratios simil Document 4::: In aviation, ceiling is a measurement of the height of the base of the lowest clouds (not to be confused with cloud base which has a specific definition) that cover more than half of the sky (more than 4 oktas) relative to the ground. Ceiling is not specifically reported as part of the METAR (METeorological Aviation Report) used for flight planning by pilots worldwide, but can be deduced from the lowest height with broken (BKN) or overcast (OVC) reported. A ceiling listed as "unlimited" means either that the sky is mostly free of cloud cover, or that the cloud is high enough not to impede Visual Flight Rules (VFR) operation. Definitions ICAO The height above the ground or water of the base of the lowest layer of cloud below 6000 meters (20,000 feet) covering more than half the sky. United Kingdom The vertical distance from the elevation of an aerodrome to the lowest part of any cloud visible from the aerodrome which is sufficient to obscure more than half of the sky. United States The height above the Earth's surface of the lowest layer of clouds or obscuring phenomena that is reported as broken, overcast, or obscuration, and not classified as thin or partial. See also Cloud base The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Located above the stratosphere, what layer is the place where meteors burn up? A. unisphere B. mesosphere C. atmosphere D. troposphere Answer:
sciq-7169	multiple_choice	Why do comet tails always point away from the sun instead of trailing behind the comet?	[ "dust particles recoil", "dust particles evaporate", "dust particles liquify", "dust particles attract" ]	A		Relavent Documents: Document 0::: This is a list of parabolic and hyperbolic comets in the Solar System. Many of these comets may come from the Oort cloud, or perhaps even have interstellar origin. The Oort Cloud is not gravitationally attracted enough to the Sun to form into a fairly thin disk, like the inner Solar System. Thus, comets originating from the Oort Cloud can come from roughly any orientation (inclination to the ecliptic), and many even have a retrograde orbit. By definition, a hyperbolic orbit means that the comet will only travel through the Solar System once, with the Sun acting as a gravitational slingshot, sending the comet hurtling out of the Solar System entirely unless its eccentricity is otherwise changed. Comets orbiting in this way still originate from the Solar System, however. Typically comets in the Oort Cloud are thought to have roughly circular orbits around the Sun, but their orbital velocity is so slow that they may easily be perturbed by passing stars and the galactic tide. Astronomers have been discovering weakly hyperbolic comets that were perturbed out of the Oort Cloud since the mid-1800s. Prior to finding a well-determined orbit for comets, the JPL Small-Body Database and the Minor Planet Center list comet orbits as having an assumed eccentricity of 1.0. (This is the eccentricity of a parabolic trajectory; hyperbolics will be those with eccentricity greater than 1.0.) In the list below, a number of comets discovered by the SOHO space telescope have assumed eccentricities of exactly 1.0, because most orbits are based on only an insufficient observation arc of several hours or minutes. The SOHO satellite observes the corona of the Sun and the area around it, and as a result often observes sungrazing comets, including the Kreutz sungrazers. The Kreutz sungrazers originate from the progenitor of the Great Comet of 1106. Although officially given an assumed eccentricity of 1.0, they have an orbital period of roughly 750 years (which would give an actual eccentricit Document 1::: A lost comet is one which was not detected during its most recent perihelion passage. This generally happens when data is insufficient to reliably calculate the comet's location or if the solar elongation is unfavorable near perihelion passage. The D/ designation is used for a periodic comet that no longer exists or is deemed to have disappeared. Lost comets can be compared to lost asteroids (lost minor planets), although calculation of comet orbits differs because of nongravitational forces, such as emission of jets of gas from the nucleus. Some astronomers have specialized in this area, such as Brian G. Marsden, who successfully predicted the 1992 return of the once-lost periodic comet Swift–Tuttle. Overview Loss There are a number of reasons why a comet might be missed by astronomers during subsequent apparitions. Firstly, cometary orbits may be perturbed by interaction with the giant planets, such as Jupiter. This, along with nongravitational forces, can result in changes to the date of perihelion. Alternatively, it is possible that the interaction of the planets with a comet can move its orbit too far from the Earth to be seen or even eject it from the Solar System, as is believed to have happened in the case of Lexell's Comet. As some comets periodically undergo "outbursts" or flares in brightness, it may be possible for an intrinsically faint comet to be discovered during an outburst and subsequently lost. Comets can also run out of volatiles. Eventually most of the volatile material contained in a comet nucleus evaporates away, and the comet becomes a small, dark, inert lump of rock or rubble, an extinct comet that can resemble an asteroid (see Comets § Fate of comets). This may have occurred in the case of 5D/Brorsen, which was considered by Marsden to have probably "faded out of existence" in the late 19th century. Comets are in some cases known to have disintegrated during their perihelion passage, or at other points during their orbit. The best-know Document 2::: 101P/Chernykh back to main list This is a list of (2 entries) with all its cometary fragments listed at JPL's SBDB (see ). 128P/Shoemaker–Holt back to main list This is a list of (3 entries) with all its cometar Document 3::: This is a list of comets designated with X/ prefix. The majority of these comets were discovered before the invention of the telescope in 1610, and as such there was nobody to plot the positions of the comets to a high enough precision to generate any meaningful orbit. Later comets, observed in the 17th century or later, either did not have enough observations, sometimes as few as one or two, or the comet disintegrated or moved out of a favorable location in the sky before it was possible to make more observations of it. Document 4::: This is a list of periodic comets that were numbered by the Minor Planet Center after having been observed on at least two occasions. Their orbital periods vary from 3.2 to 366 years. there are 471 numbered comets (1P–471P). There are 405 Jupiter-family comets (JFCs), 38 Encke-type comets (ETCs), 14 Halley-type comets (HTCs), five Chiron-type comets (CTCs), and one long-period comet (153P). 75 bodies are also near-Earth comets (NECs). In addition, eight numbered comets are principally classified as minor planets – five main-belt comets, two centaurs (CEN), and one Apollo asteroid – and display characteristics of both an asteroid and a comet. Occasionally, comets will break up into multiple chunks, as volatiles coming off the comet and rotational forces may cause it to break into two or more pieces. An extreme example of this is 73P/Schwassmann–Wachmann, which broke into over 50 pieces during its 1995 perihelion. For a larger list of periodic Jupiter-family and Halley-type comets including unnumbered bodies, see list of periodic comets. List Multiples 51P/Harrington back to main list This is a list of (3 entries) with all its cometary fragments listed at JPL's SBDB (see ). 57P/du Toit–Neujmin–Delporte back to main list This is a list of (2 entries) with all its cometary fragments listed at JPL's SBDB (see ). 73P/Schwassmann–Wachmann back to main list In 1995, comet 73P/Schwassmann–Wachmann, broke up into several pieces and as of its last perihelion date, the pieces numbered at least 67 with 73P/Schwassmann–Wachmann C as the presumed original nucleus. Because of the enormous number, the pieces of it have been compiled into a separate list. This is a list of (68 entries) with all its cometary fragments listed at JPL's SBDB (see ). 101P/Chernykh back to main list This is a list of (2 entries) with all its cometary fragments listed at JPL's SBDB (see ). 128P/Shoemaker–Holt back to main list The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Why do comet tails always point away from the sun instead of trailing behind the comet? A. dust particles recoil B. dust particles evaporate C. dust particles liquify D. dust particles attract Answer:
sciq-4817	multiple_choice	What happens to a tectonic plate when it subducts?	[ "it cracks", "it sinks", "it warms", "it melts" ]	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::: Maui Nui is a modern geologists' name given to a prehistoric Hawaiian island and the corresponding modern biogeographic region. Maui Nui is composed of four modern islands: Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe. Administratively, the four modern islands comprise Maui County (and a tiny part of Molokaʻi called Kalawao County). Long after the breakup of Maui Nui, the four modern islands retained plant and animal life similar to each other. Thus, Maui Nui is not only a prehistoric island but also a modern biogeographic region. Geology Maui Nui formed and broke up during the Pleistocene Epoch, which lasted from about 2.58 million to 11,700 years ago. Maui Nui is built from seven shield volcanoes. The three oldest are Penguin Bank, West Molokaʻi, and East Molokaʻi, which probably range from slightly over to slightly less than 2 million years old. The four younger volcanoes are Lāna‘i, West Maui, Kaho‘olawe, and Haleakalā, which probably formed between 1.5 and 2 million years ago. At its prime 1.2 million years ago, Maui Nui was , 50% larger than today's Hawaiʻi Island. The island of Maui Nui included four modern islands (Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe) and landmass west of Molokaʻi called Penguin Bank, which is now completely submerged. Maui Nui broke up as rising sea levels flooded the connections between the volcanoes. The breakup was complex because global sea levels rose and fell intermittently during the Quaternary glaciation. About 600,000 years ago, the connection between Molokaʻi and the island of Lāna‘i/Maui/Kahoʻolawe became intermittent. About 400,000 years ago, the connection between Lāna‘i and Maui/Kahoʻolawe also became intermittent. The connection between Maui and Kahoʻolawe was permanently broken between 200,000 and 150,000 years ago. Maui, Lāna‘i, and Molokaʻi were connected intermittently thereafter, most recently about 18,000 years ago during the Last Glacial Maximum. Today, the sea floor between these four islands is relatively shallow Document 2::: In structural geology, a suture is a joining together along a major fault zone, of separate terranes, tectonic units that have different plate tectonic, metamorphic and paleogeographic histories. The suture is often represented on the surface by an orogen or mountain range. Overview In plate tectonics, sutures are the remains of subduction zones, and the terranes that are joined together are interpreted as fragments of different palaeocontinents or tectonic plates. Outcrops of sutures can vary in width from a few hundred meters to a couple of kilometers. They can be networks of mylonitic shear zones or brittle fault zones, but are usually both. Sutures are usually associated with igneous intrusions and tectonic lenses with varying kinds of lithologies from plutonic rocks to ophiolitic fragments. An example from Great Britain is the Iapetus Suture which, though now concealed beneath younger rocks, has been determined by geophysical means to run along a line roughly parallel with the Anglo-Scottish border and represents the joint between the former continent of Laurentia to the north and the former micro-continent of Avalonia to the south. Avalonia is in fact a plain which dips steeply northwestwards through the crust, underthrusting Laurentia. Paleontological use When used in paleontology, suture can also refer to fossil exoskeletons, as in the suture line, a division on a trilobite between the free cheek and the fixed cheek; this suture line allowed the trilobite to perform ecdysis (the shedding of its skin). Document 3::: The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events. Correlating the rock record At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition. However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale Document 4::: A submarine, undersea, or underwater earthquake is an earthquake that occurs underwater at the bottom of a body of water, especially an ocean. They are the leading cause of tsunamis. The magnitude can be measured scientifically by the use of the moment magnitude scale and the intensity can be assigned using the Mercalli intensity scale. Understanding plate tectonics helps to explain the cause of submarine earthquakes. The Earth's surface or lithosphere comprises tectonic plates which average approximately 50 miles in thickness, and are continuously moving very slowly upon a bed of magma in the asthenosphere and inner mantle. The plates converge upon one another, and one subducts below the other, or, where there is only shear stress, move horizontally past each other (see transform plate boundary below). Little movements called fault creep are minor and not measurable. The plates meet with each other, and if rough spots cause the movement to stop at the edges, the motion of the plates continue. When the rough spots can no longer hold, the sudden release of the built-up motion releases, and the sudden movement under the sea floor causes a submarine earthquake. This area of slippage both horizontally and vertically is called the epicenter, and has the highest magnitude, and causes the greatest damage. As with a continental earthquake the severity of the damage is not often caused by the earthquake at the rift zone, but rather by events which are triggered by the earthquake. Where a continental earthquake will cause damage and loss of life on land from fires, damaged structures, and flying objects; a submarine earthquake alters the seabed, resulting in a series of waves, and depending on the length and magnitude of the earthquake, tsunami, which bear down on coastal cities causing property damage and loss of life. Submarine earthquakes can also damage submarine communications cables, leading to widespread disruption of the Internet and international telephone networ The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What happens to a tectonic plate when it subducts? A. it cracks B. it sinks C. it warms D. it melts Answer:
sciq-7020	multiple_choice	Mixture of metals is called what?	[ "alloy", "compound", "amalgm", "fusion" ]	A		Relavent Documents: Document 0::: can be broadly divided into metals, metalloids, and nonmetals according to their shared physical and chemical properties. All metals have a shiny appearance (at least when freshly polished); are good conductors of heat and electricity; form alloys with other metals; and have at least one basic oxide. Metalloids are metallic-looking brittle solids that are either semiconductors or exist in semiconducting forms, and have amphoteric or weakly acidic oxides. Typical nonmetals have a dull, coloured or colourless appearance; are brittle when solid; are poor conductors of heat and electricity; and have acidic oxides. Most or some elements in each category share a range of other properties; a few elements have properties that are either anomalous given their category, or otherwise extraordinary. Properties Metals Metals appear lustrous (beneath any patina); form mixtures (alloys) when combined with other metals; tend to lose or share electrons when they react with other substances; and each forms at least one predominantly basic oxide. Most metals are silvery looking, high density, relatively soft and easily deformed solids with good electrical and thermal conductivity, closely packed structures, low ionisation energies and electronegativities, and are found naturally in combined states. Some metals appear coloured (Cu, Cs, Au), have low densities (e.g. Be, Al) or very high melting points (e.g. W, Nb), are liquids at or near room temperature (e.g. Hg, Ga), are brittle (e.g. Os, Bi), not easily machined (e.g. Ti, Re), or are noble (hard to oxidise, e.g. Au, Pt), or have nonmetallic structures (Mn and Ga are structurally analogous to, respectively, white P and I). Metals comprise the large majority of the elements, and can be subdivided into several different categories. From left to right in the periodic table, these categories include the highly reactive alkali metals; the less-reactive alkaline earth metals, lanthanides, and radioactive actinides; the archetypal tran Document 1::: Material is a substance or mixture of substances that constitutes an object. Materials can be pure or impure, living or non-living matter. Materials can be classified on the basis of their physical and chemical properties, or on their geological origin or biological function. Materials science is the study of materials, their properties and their applications. Raw materials can be processed in different ways to influence their properties, by purification, shaping or the introduction of other materials. New materials can be produced from raw materials by synthesis. In industry, materials are inputs to manufacturing processes to produce products or more complex materials. Historical elements Materials chart the history of humanity. The system of the three prehistoric ages (Stone Age, Bronze Age, Iron Age) were succeeded by historical ages: steel age in the 19th century, polymer age in the middle of the following century (plastic age) and silicon age in the second half of the 20th century. Classification by use Materials can be broadly categorized in terms of their use, for example: Building materials are used for construction Building insulation materials are used to retain heat within buildings Refractory materials are used for high-temperature applications Nuclear materials are used for nuclear power and weapons Aerospace materials are used in aircraft and other aerospace applications Biomaterials are used for applications interacting with living systems Material selection is a process to determine which material should be used for a given application. Classification by structure The relevant structure of materials has a different length scale depending on the material. The structure and composition of a material can be determined by microscopy or spectroscopy. Microstructure In engineering, materials can be categorised according to their microscopic structure: Plastics: a wide range of synthetic or semi-synthetic materials that use polymers as a main ingred Document 2::: A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry. The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line. Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics. The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s. The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only Document 3::: High-entropy alloys (HEAs) are alloys that are formed by mixing equal or relatively large proportions of (usually) five or more elements. Prior to the synthesis of these substances, typical metal alloys comprised one or two major components with smaller amounts of other elements. For example, additional elements can be added to iron to improve its properties, thereby creating an iron-based alloy, but typically in fairly low proportions, such as the proportions of carbon, manganese, and others in various steels. Hence, high-entropy alloys are a novel class of materials. The term "high-entropy alloys" was coined by Taiwanese scientist Jien-Wei Yeh because the entropy increase of mixing is substantially higher when there is a larger number of elements in the mix, and their proportions are more nearly equal. Some alternative names, such as multi-component alloys, compositionally complex alloys and multi-principal-element alloys are also suggested by other researchers. These alloys are currently the focus of significant attention in materials science and engineering because they have potentially desirable properties. Furthermore, research indicates that some HEAs have considerably better strength-to-weight ratios, with a higher degree of fracture resistance, tensile strength, and corrosion and oxidation resistance than conventional alloys. Although HEAs have been studied since the 1980s, research substantially accelerated in the 2010s. Development Although HEAs were considered from a theoretical standpoint as early as 1981 and 1996, and throughout the 1980s, in 1995 Taiwanese scientist Jien-Wei Yeh came up with his idea for ways of actually creating high-entropy alloys, while driving through the Hsinchu, Taiwan, countryside. Soon after, he decided to begin creating these special alloys in his lab, being in the only region researching these alloys for over a decade. Most countries in Europe, the United States, and other parts of the world lagged behind in the developme Document 4::: An intermetallic (also called an intermetallic compound, intermetallic alloy, ordered intermetallic alloy, and a long-range-ordered alloy) is a type of metallic alloy that forms an ordered solid-state compound between two or more metallic elements. Intermetallics are generally hard and brittle, with good high-temperature mechanical properties. They can be classified as stoichiometric or nonstoichiometic intermetallic compounds. Although the term "intermetallic compounds", as it applies to solid phases, has been in use for many years, Hume-Rothery has argued that it gives misleading intuition, suggesting a fixed stoichiometry and even a clear decomposition into species. Definitions Research definition Schulze in 1967 defined intermetallic compounds as solid phases containing two or more metallic elements, with optionally one or more non-metallic elements, whose crystal structure differs from that of the other constituents. Under this definition, the following are included: Electron (or Hume-Rothery) compounds Size packing phases. e.g. Laves phases, Frank–Kasper phases and Nowotny phases Zintl phases The definition of a metal is taken to include: post-transition metals, i.e. aluminium, gallium, indium, thallium, tin, lead, and bismuth. metalloids, e.g. silicon, germanium, arsenic, antimony and tellurium. Homogeneous and heterogeneous solid solutions of metals, and interstitial compounds (such as carbides and nitrides), are excluded under this definition. However, interstitial intermetallic compounds are included, as are alloys of intermetallic compounds with a metal. Common use In common use, the research definition, including post-transition metals and metalloids, is extended to include compounds such as cementite, Fe3C. These compounds, sometimes termed interstitial compounds, can be stoichiometric, and share similar properties to the intermetallic compounds defined above. Complexes The term intermetallic is used to describe compounds involving two or m The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Mixture of metals is called what? A. alloy B. compound C. amalgm D. fusion Answer:
sciq-6361	multiple_choice	Viruses may damage or kill cells by causing the release of hydrolytic enzymes from where?	[ "capillaries", "lipids", "glands", "lysosomes" ]	D		Relavent Documents: Document 0::: This is a list of topics in molecular biology. See also index of biochemistry articles. Document 1::: MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States. Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to: "Please check back with us in 2017". External links MicrobeLibrary Microbiology Document 2::: Microvesicles (ectosomes, or microparticles) are a type of extracellular vesicle (EV) that are released from the cell membrane. In multicellular organisms, microvesicles and other EVs are found both in tissues (in the interstitial space between cells) and in many types of body fluids. Delimited by a phospholipid bilayer, microvesicles can be as small as the smallest EVs (30 nm in diameter) or as large as 1000 nm. They are considered to be larger, on average, than intracellularly-generated EVs known as exosomes. Microvesicles play a role in intercellular communication and can transport molecules such as mRNA, miRNA, and proteins between cells. Though initially dismissed as cellular debris, microvesicles may reflect the antigenic content of the cell of origin and have a role in cell signaling. Like other EVs, they have been implicated in numerous physiologic processes, including anti-tumor effects, tumor immune suppression, metastasis, tumor-stroma interactions, angiogenesis, and tissue regeneration. Microvesicles may also remove misfolded proteins, cytotoxic agents and metabolic waste from the cell. Changes in microvesicle levels may indicate diseases including cancer. Formation and contents Different cells can release microvesicles from the plasma membrane. Sources of microvesicles include megakaryocytes, blood platelets, monocytes, neutrophils, tumor cells and placenta. Platelets play an important role in maintaining hemostasis: they promote thrombus growth, and thus they prevent loss of blood. Moreover, they enhance immune response, since they express the molecule CD154 (CD40L). Platelets are activated by inflammation, infection, or injury, and after their activation microvesicles containing CD154 are released from platelets. CD154 is a crucial molecule in the development of T cell-dependent humoral immune response. CD154 knockout mice are incapable of producing IgG, IgE, or IgA as a response to antigens. Microvesicles can also transfer prions and molecules CD4 Document 3::: 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 4::: Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research. Americas Human Biology major at Stanford University, Palo Alto (since 1970) Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government. Human and Social Biology (Caribbean) Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment. Human Biology Program at University of Toronto The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications. Asia BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002) BSc (honours) Human Biology at AIIMS (New The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Viruses may damage or kill cells by causing the release of hydrolytic enzymes from where? A. capillaries B. lipids C. glands D. lysosomes Answer:
sciq-7548	multiple_choice	Kyphosis, lordosis, and scoliosis are all diseases involving improper curvature of which bodily structure (which is supposed to be curved in a certain way anyway)?	[ "femur", "lungs", "spine", "aorta" ]	C		Relavent Documents: Document 0::: 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 Document 1::: Adolescent idiopathic scoliosis is a rather common disorder in which the spine starts abnormally curving sideways (scoliosis) at the age of 10–18 years old. This disorder generally occurs during the growth spurt that happens right before and during adolescence. In some teens, the curvature is progressive, meaning that it gets worse over time, however this is rare, since it is more common for this variant of scoliosis to show itself as a mild curvature. Signs and symptoms Since most cases of AIS are mild, teens with the condition typically don't show any obvious signs such as pain. Most symptoms associated with AIS consist of physical features that would not normally be present in a teenager without the condition, these include asymmetry of the waist, shoulders, and legs (the latter involving length), prominence of the shoulder blades, abnormal walking, leaning towards one side of the body in a constant basis, tilting of the pelvis, and elevation of the hips. Signs that aren't involved with the body itself include the finding that clothes don't fit as well as they should be doing. Complications Most patients with AIS don't go on to develop health complications due to the fact that most cases of the condition are usually non-progressive and/or mild to moderate in severity. Those who do develop complications usually are part of the smaller group of AIS patients with severe cases, the most common health complications among this group of patients are abnormalities that involve the lungs (such as bilateral reduction in lung volume), these abnormalities usually result in impairments of the respiratory function ranging from mild to severe. Other complications associated with severe scoliosis include internal intrathoracic organ displacement and the disruption of appropriate rib movement. Back pain is the most common of complications that are sometimes experienced by patients with non-severe cases and patients with severe cases alike. Patients with extremely severe Document 2::: Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education). Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research. Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education. Common techniques and evidence base Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (commonly known as the 'OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning". Entry-level education Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both u Document 3::: The Foundational Model of Anatomy Ontology (FMA) is a reference ontology for the domain of human anatomy. It is a symbolic representation of the canonical, phenotypic structure of an organism; a spatial-structural ontology of anatomical entities and relations which form the physical organization of an organism at all salient levels of granularity. FMA is developed and maintained by the Structural Informatics Group at the University of Washington. Description FMA ontology contains approximately 75,000 classes and over 120,000 terms, over 2.1 million relationship instances from over 168 relationship types. See also Terminologia Anatomica Anatomography Document 4::: This is a list of human anatomy mnemonics, categorized and alphabetized. For mnemonics in other medical specialties, see this list of medical mnemonics. Mnemonics serve as a systematic method for remembrance (not "rembrance") of functionally or sytemically related items within regions of larger fields of study, such as those found in the study of specific areas of human anatomy, such as the bones in the hand, the inner ear, or the foot, or the elements comprising the human biliary system or arterial system. Bones Bones of the Upper Limbs How Rare U Cook Mesquite Pork? Hurry! Ralph Untie Carol's Mini Pechay He Races Until Chunky Men Pace Humerus Radius Ulna Carpal bones Metacarpal bones Phalanges (In order from proximal to distal) Bones of the Arm "Ultra Red Hair" "Ultimate Rave Headquarters Usually Really Hard Unemployment Rises High Ulna Radius Humerus Ulna Understand Listen Name A bone Bones of the Hand "Please Make Cookies" "Please Massage Chest" People Make Choices Phalanges Metacarpal bones Carpal bones (These are in order from the distal end of the fingertips to the wrist) Carpal bones Carpal Bones: Sally Left The Party To Take Cathy Home: She Looks Too Pretty Try To Catch Her: Some Lovers Try Positions That They Can't Handle: Scaphoid, Lunate, Triquetrum, Pisiform, Trapezium, Trapezoid, Capitate, Hamate. Carpal bones: So Long To Pinky, Here Comes The Thumb: Scaphoid, Lunate, Triquetrum, Pisiform, Hamate, Capitate, Trapezoid, Trapezium. Carpal Bones: """ T T Table Par Chillate hui Sunny Leone """, , APG-007 Bones of the Phalanges Damn My Pinky! Dick Move Pal! Distance My People Don't Make Problems Distal phalanx Middle phalanx Proximal phalanx (From distal to proximal.) Bones of the head Cranial Bones F POETS "Fluffy Puppies On Every Third Street" Fit People Occasionally Eat Table Salt Fat People Only Eat Thick Steak Funny People Over Entertainment Try Songs Frontal Parietal Occipital Ethmoid Temporal Sphenoid Fraternity The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Kyphosis, lordosis, and scoliosis are all diseases involving improper curvature of which bodily structure (which is supposed to be curved in a certain way anyway)? A. femur B. lungs C. spine D. aorta Answer:
sciq-1427	multiple_choice	When fuel is burned, most of the energy is released in what form?	[ "heat", "precipitation", "humidity", "carbon dioxide" ]	A		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: The 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 2::: Energy flow is the flow of energy through living things within an ecosystem. All living organisms can be organized into producers and consumers, and those producers and consumers can further be organized into a food chain. Each of the levels within the food chain is a trophic level. In order to more efficiently show the quantity of organisms at each trophic level, these food chains are then organized into trophic pyramids. The arrows in the food chain show that the energy flow is unidirectional, with the head of an arrow indicating the direction of energy flow; energy is lost as heat at each step along the way. The unidirectional flow of energy and the successive loss of energy as it travels up the food web are patterns in energy flow that are governed by thermodynamics, which is the theory of energy exchange between systems. Trophic dynamics relates to thermodynamics because it deals with the transfer and transformation of energy (originating externally from the sun via solar radiation) to and among organisms. Energetics and the carbon cycle The first step in energetics is photosynthesis, wherein water and carbon dioxide from the air are taken in with energy from the sun, and are converted into oxygen and glucose. Cellular respiration is the reverse reaction, wherein oxygen and sugar are taken in and release energy as they are converted back into carbon dioxide and water. The carbon dioxide and water produced by respiration can be recycled back into plants. Energy loss can be measured either by efficiency (how much energy makes it to the next level), or by biomass (how much living material exists at those levels at one point in time, measured by standing crop). Of all the net primary productivity at the producer trophic level, in general only 10% goes to the next level, the primary consumers, then only 10% of that 10% goes on to the next trophic level, and so on up the food pyramid. Ecological efficiency may be anywhere from 5% to 20% depending on how efficient Document 3::: Biogas is a gaseous renewable energy source produced from raw materials such as agricultural waste, manure, municipal waste, plant material, sewage, green waste, wastewater, and food waste. Biogas is produced by anaerobic digestion with anaerobic organisms or methanogens inside an anaerobic digester, biodigester or a bioreactor. The gas composition is primarily methane () and carbon dioxide () and may have small amounts of hydrogen sulfide (), moisture and siloxanes. The gases methane and hydrogen can be combusted or oxidized with oxygen. This energy release allows biogas to be used as a fuel; it can be used in fuel cells and for heating purpose, such as in cooking. It can also be used in a gas engine to convert the energy in the gas into electricity and heat. After removal of carbon dioxide and hydrogen sulfide it can be compressed in the same way as natural gas and used to power motor vehicles. In the United Kingdom, for example, biogas is estimated to have the potential to replace around 17% of vehicle fuel. It qualifies for renewable energy subsidies in some parts of the world. Biogas can be cleaned and upgraded to natural gas standards, when it becomes bio-methane. Biogas is considered to be a renewable resource because its production-and-use cycle is continuous, and it generates no net carbon dioxide. From a carbon perspective, as much carbon dioxide is absorbed from the atmosphere in the growth of the primary bio-resource as is released, when the material is ultimately converted to energy. Production Biogas is produced by microorganisms, such as methanogens and sulfate-reducing bacteria, performing anaerobic respiration. Biogas can refer to gas produced naturally and industrially. Natural In soil, methane is produced in anaerobic environments by methanogens, but is mostly consumed in aerobic zones by methanotrophs. Methane emissions result when the balance favors methanogens. Wetland soils are the main natural source of methane. Other sources include ocea Document 4::: Electrochemical energy conversion is a field of energy technology concerned with electrochemical methods of energy conversion including fuel cells and photoelectrochemical. This field of technology also includes electrical storage devices like batteries and supercapacitors. It is increasingly important in context of automotive propulsion systems. There has been the creation of more powerful, longer running batteries allowing longer run times for electric vehicles. These systems would include the energy conversion fuel cells and photoelectrochemical mentioned above. See also Bioelectrochemical reactor Chemotronics Electrochemical cell Electrochemical engineering Electrochemical reduction of carbon dioxide Electrofuels Electrohydrogenesis Electromethanogenesis Enzymatic biofuel cell Photoelectrochemical cell Photoelectrochemical reduction of CO2 Notes External links International Journal of Energy Research MSAL NIST scientific journal article Georgia tech Electrochemistry Electrochemical engineering Energy engineering Energy conversion Biochemical engineering The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. When fuel is burned, most of the energy is released in what form? A. heat B. precipitation C. humidity D. carbon dioxide Answer:
sciq-261	multiple_choice	In qualitative analysis, reagents are added to an unknown chemical mixture in order to induce what?	[ "sunlight", "erosion", "motion", "precipitation" ]	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::: Analysis (: analyses) is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322 B.C.), though analysis as a formal concept is a relatively recent development. The word comes from the Ancient Greek (analysis, "a breaking-up" or "an untying;" from ana- "up, throughout" and lysis "a loosening"). From it also comes the word's plural, analyses. As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method), and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name). The converse of analysis is synthesis: putting the pieces back together again in a new or different whole. Applications Science The field of chemistry uses analysis in three ways: to identify the components of a particular chemical compound (qualitative analysis), to identify the proportions of components in a mixture (quantitative analysis), and to break down chemical processes and examine chemical reactions between elements of matter. For an example of its use, analysis of the concentration of elements is important in managing a nuclear reactor, so nuclear scientists will analyze neutron activation to develop discrete measurements within vast samples. A matrix can have a considerable effect on the way a chemical analysis is conducted and the quality of its results. Analysis can be done manually or with a device. Types of Analysis: A) Qualitative Analysis: It is concerned with which components are in a given sample or compound. Example: Precipitation reaction B) Quantitative Analysis: It is to determine the quantity of individual component present in a given sample or compound. Example: To find concentration by uv-spectrophotometer. Isotopes Chemists can use isotope analysis to assist analysts with i Document 2::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 3::: In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. Motivation Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. Model structure Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of Document 4::: 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. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In qualitative analysis, reagents are added to an unknown chemical mixture in order to induce what? A. sunlight B. erosion C. motion D. precipitation Answer:
sciq-165	multiple_choice	How metalloids behave in chemical interactions with other elements depends mainly on the number of what, in the outer energy level of their atoms?	[ "protons", "positrons", "neutrons", "electrons" ]	D		Relavent Documents: Document 0::: A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry. The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line. Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics. The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s. The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only Document 1::: The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent. The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent. See also Astronomical scale the opposite end of the spectrum Subatomic particles Document 2::: The atomic number of a material exhibits a strong and fundamental relationship with the nature of radiation interactions within that medium. There are numerous mathematical descriptions of different interaction processes that are dependent on the atomic number, . When dealing with composite media (i.e. a bulk material composed of more than one element), one therefore encounters the difficulty of defining . An effective atomic number in this context is equivalent to the atomic number but is used for compounds (e.g. water) and mixtures of different materials (such as tissue and bone). This is of most interest in terms of radiation interaction with composite materials. For bulk interaction properties, it can be useful to define an effective atomic number for a composite medium and, depending on the context, this may be done in different ways. Such methods include (i) a simple mass-weighted average, (ii) a power-law type method with some (very approximate) relationship to radiation interaction properties or (iii) methods involving calculation based on interaction cross sections. The latter is the most accurate approach (Taylor 2012), and the other more simplified approaches are often inaccurate even when used in a relative fashion for comparing materials. In many textbooks and scientific publications, the following - simplistic and often dubious - sort of method is employed. One such proposed formula for the effective atomic number, , is as follows: where is the fraction of the total number of electrons associated with each element, and is the atomic number of each element. An example is that of water (H2O), made up of two hydrogen atoms (Z=1) and one oxygen atom (Z=8), the total number of electrons is 1+1+8 = 10, so the fraction of electrons for the two hydrogens is (2/10) and for the one oxygen is (8/10). So the for water is: The effective atomic number is important for predicting how photons interact with a substance, as certain types of photon interactions Document 3::: Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals. Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals. Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic. Properties Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness Group 1 Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of Document 4::: In chemistry and physics, the iron group refers to elements that are in some way related to iron; mostly in period (row) 4 of the periodic table. The term has different meanings in different contexts. In chemistry, the term is largely obsolete, but it often means iron, cobalt, and nickel, also called the iron triad; or, sometimes, other elements that resemble iron in some chemical aspects. In astrophysics and nuclear physics, the term is still quite common, and it typically means those three plus chromium and manganese—five elements that are exceptionally abundant, both on Earth and elsewhere in the universe, compared to their neighbors in the periodic table. Titanium and vanadium are also produced in Type Ia supernovae. General chemistry In chemistry, "iron group" used to refer to iron and the next two elements in the periodic table, namely cobalt and nickel. These three comprised the "iron triad". They are the top elements of groups 8, 9, and 10 of the periodic table; or the top row of "group VIII" in the old (pre-1990) IUPAC system, or of "group VIIIB" in the CAS system. These three metals (and the three of the platinum group, immediately below them) were set aside from the other elements because they have obvious similarities in their chemistry, but are not obviously related to any of the other groups. The iron group and its alloys exhibit ferromagnetism. The similarities in chemistry were noted as one of Döbereiner's triads and by Adolph Strecker in 1859. Indeed, Newlands' "octaves" (1865) were harshly criticized for separating iron from cobalt and nickel. Mendeleev stressed that groups of "chemically analogous elements" could have similar atomic weights as well as atomic weights which increase by equal increments, both in his original 1869 paper and his 1889 Faraday Lecture. Analytical chemistry In the traditional methods of qualitative inorganic analysis, the iron group consists of those cations which have soluble chlorides; and are not precipitated The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. How metalloids behave in chemical interactions with other elements depends mainly on the number of what, in the outer energy level of their atoms? A. protons B. positrons C. neutrons D. electrons Answer:
sciq-3337	multiple_choice	What are the taste receptors found as tiny bumps on the tongue called?	[ "hard buds", "fat buds", "taste buds", "ear buds" ]	C		Relavent Documents: Document 0::: Taste buds are clusters of taste receptor cells, which are also known as gustatory cells. The taste receptors are located around the small structures known as papillae found on the upper surface of the tongue, soft palate, upper esophagus, the cheek, and epiglottis. These structures are involved in detecting the five elements of taste perception: saltiness, sourness, bitterness, sweetness and savoriness (umami). A popular myth assigns these different tastes to different regions of the tongue; in fact, these tastes can be detected by any area of the tongue. Via small openings in the tongue epithelium, called taste pores, parts of the food dissolved in saliva come into contact with the taste receptors. These are located on top of the taste receptor cells that constitute the taste buds. The taste receptor cells send information detected by clusters of various receptors and ion channels to the gustatory areas of the brain via the seventh, ninth and tenth cranial nerves. On average, the human tongue has 2,000-8,000 taste buds. The average lifespan of these is estimated to be 10 days. Types of papillae The taste buds on the tongue sit on raised protrusions of the tongue surface called papillae. There are four types of lingual papillae; all except one contain taste buds: Fungiform papillae - as the name suggests, these are slightly mushroom-shaped if looked at in longitudinal section. These are present mostly at the dorsal surface of the tongue, as well as at the sides. Innervated by facial nerve. Foliate papillae - these are ridges and grooves towards the posterior part of the tongue found at the lateral borders. Innervated by facial nerve (anterior papillae) and glossopharyngeal nerve (posterior papillae). Circumvallate papillae - there are only about 10 to 14 of these papillae on most people, and they are present at the back of the oral part of the tongue. They are arranged in a circular-shaped row just in front of the sulcus terminalis of the tongue. They are ass Document 1::: A taste receptor or tastant is a type of cellular receptor which facilitates the sensation of taste. When food or other substances enter the mouth, molecules interact with saliva and are bound to taste receptors in the oral cavity and other locations. Molecules which give a sensation of taste are considered "sapid". Vertebrate taste receptors are divided into two families: Type 1, sweet, first characterized in 2001: – Type 2, bitter, first characterized in 2000: In humans there are 25 known different bitter receptors, in cats there are 12, in chickens there are three, and in mice there are 35 known different bitter receptors. Visual, olfactive, "sapictive" (the perception of tastes), trigeminal (hot, cool), mechanical, all contribute to the perception of taste. Of these, transient receptor potential cation channel subfamily V member 1 (TRPV1) vanilloid receptors are responsible for the perception of heat from some molecules such as capsaicin, and a CMR1 receptor is responsible for the perception of cold from molecules such as menthol, eucalyptol, and icilin. Tissue distribution The gustatory system consists of taste receptor cells in taste buds. Taste buds, in turn, are contained in structures called papillae. There are three types of papillae involved in taste: fungiform papillae, foliate papillae, and circumvallate papillae. (The fourth type - filiform papillae do not contain taste buds). Beyond the papillae, taste receptors are also in the palate and early parts of the digestive system like the larynx and upper esophagus. There are three cranial nerves that innervate the tongue; the vagus nerve, glossopharyngeal nerve, and the facial nerve. The glossopharyngeal nerve and the chorda tympani branch of the facial nerve innervate the TAS1R and TAS2R taste receptors. Next to the taste receptors in on the tongue, the gut epithelium is also equipped with a subtle chemosensory system that communicates the sensory information to several effector systems involved Document 2::: The gustatory system or sense of taste is the sensory system that is partially responsible for the perception of taste (flavor). Taste is the perception stimulated when a substance in the mouth reacts chemically with taste receptor cells located on taste buds in the oral cavity, mostly on the tongue. Taste, along with the sense of smell and trigeminal nerve stimulation (registering texture, pain, and temperature), determines flavors of food and other substances. Humans have taste receptors on taste buds and other areas, including the upper surface of the tongue and the epiglottis. The gustatory cortex is responsible for the perception of taste. The tongue is covered with thousands of small bumps called papillae, which are visible to the naked eye. Within each papilla are hundreds of taste buds. The exception to this is the filiform papillae that do not contain taste buds. There are between 2000 and 5000 taste buds that are located on the back and front of the tongue. Others are located on the roof, sides and back of the mouth, and in the throat. Each taste bud contains 50 to 100 taste receptor cells. Taste receptors in the mouth sense the five basic tastes: sweetness, sourness, saltiness, bitterness, and savoriness (also known as savory or umami). Scientific experiments have demonstrated that these five tastes exist and are distinct from one another. Taste buds are able to tell different tastes apart when they interact with different molecules or ions. Sweetness, savoriness, and bitter tastes are triggered by the binding of molecules to G protein-coupled receptors on the cell membranes of taste buds. Saltiness and sourness are perceived when alkali metals or hydrogen ions meet taste buds, respectively. The basic tastes contribute only partially to the sensation and flavor of food in the mouth—other factors include smell, detected by the olfactory epithelium of the nose; texture, detected through a variety of mechanoreceptors, muscle nerves, etc.; temperature, det Document 3::: The tongue map or taste map is a common misconception that different sections of the tongue are exclusively responsible for different basic tastes. It is illustrated with a schematic map of the tongue, with certain parts of the tongue labeled for each taste. Although widely taught in schools, this is incorrect; all taste sensations come from all regions of the tongue, although certain parts are more sensitive to certain tastes. History The theory behind this map originated from a paper written by Harvard psychologist Dirk P. Hänig, which was a translation of a German paper, Zur Psychophysik des Geschmackssinnes, which was written in 1901. The unclear representation of data in the earlier paper suggested that each part of the tongue tastes exactly one basic taste. The paper showed minute differences in threshold detection levels across the tongue, but these differences were later taken out of context and the minute difference in threshold sensitivity was misconstrued in textbooks as a difference in sensation. While some parts of the tongue may be able to detect a taste before the others do, all parts are equally capable of conveying the qualia of all tastes. Threshold sensitivity may differ across the tongue, but intensity of sensation does not. The same paper included a taste bud distribution diagram that showed a "taste belt". In 1974, Virginia Collings investigated the topic again, and confirmed that all the tastes exist on all parts of the tongue. Into the late 1990's tongue map experiments were a teaching tool in high school biology classes. Students were given strips of paper with different tastes on them and told where each sweet/salty/etc. taste should be more noticeable. They then were instructed to touch those taste strips on different areas of their lab partner's tongue and record the (proper) sensation result. Taste belt The misinterpreted diagram that sparked this myth shows human taste buds distributed in a "taste belt" along the inside of th Document 4::: The primary gustatory cortex (GC) is a brain structure responsible for the perception of taste. It consists of two substructures: the anterior insula on the insular lobe and the frontal operculum on the inferior frontal gyrus of the frontal lobe. Because of its composition the primary gustatory cortex is sometimes referred to in literature as the AI/FO(Anterior Insula/Frontal Operculum). By using extracellular unit recording techniques, scientists have elucidated that neurons in the AI/FO respond to sweetness, saltiness, bitterness, and sourness, and they code the intensity of the taste stimulus. Role in the taste pathway Like the olfactory system, the taste system is defined by its specialized peripheral receptors and central pathways that relay and process taste information. Peripheral taste receptors are found on the upper surface of the tongue, soft palate, pharynx, and the upper part of the esophagus. Taste cells synapse with primary sensory axons that run in the chorda tympani and greater superficial petrosal branches of the facial nerve (cranial nerve VII), the lingual branch of the glossopharyngeal nerve (cranial nerve IX), and the superior laryngeal branch of the vagus nerve (Cranial nerve X) to innervate the taste buds in the tongue, palate, epiglottis, and esophagus respectively. The central axons of these primary sensory neurons in the respective cranial nerve ganglia project to rostral and lateral regions of the nucleus of the solitary tract in the medulla, which is also known as the gustatory nucleus of the solitary tract complex. Axons from the rostral (gustatory) part of the solitary nucleus project to the ventral posterior complex of the thalamus, where they terminate in the medial half of the ventral posterior medial nucleus. This nucleus projects in turn to several regions of the neocortex which includes the gustatory cortex (the frontal operculum and the insula), which becomes activated when the subject is consuming and experiencing t The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are the taste receptors found as tiny bumps on the tongue called? A. hard buds B. fat buds C. taste buds D. ear buds Answer:
ai2_arc-227	multiple_choice	Millions of people living all over the world have cancer. Is cancer a pandemic?	[ "No, because cancer is not contagious.", "No, because cancer is not always fatal.", "Yes, because millions of people have cancer.", "Yes, because people all over the world have cancer." ]	A		Relavent Documents: Document 0::: 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 1::: The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 2::: 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 3::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 4::: Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers. There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (Humanities, Arts, and Social Sciences), rebranded in 2020 as SHAPE (Social Sciences, Humanities and the Arts for People and the Economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM. Terminology History Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering edu The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Millions of people living all over the world have cancer. Is cancer a pandemic? A. No, because cancer is not contagious. B. No, because cancer is not always fatal. C. Yes, because millions of people have cancer. D. Yes, because people all over the world have cancer. Answer:
sciq-8312	multiple_choice	Both androgen secretion and spermatogenesis occur continuously starting with what?	[ "birth", "walking", "mutation", "puberty" ]	D		Relavent Documents: Document 0::: Spermatogenesis is the process by which haploid spermatozoa develop from germ cells in the seminiferous tubules of the testis. This process starts with the mitotic division of the stem cells located close to the basement membrane of the tubules. These cells are called spermatogonial stem cells. The mitotic division of these produces two types of cells. Type A cells replenish the stem cells, and type B cells differentiate into primary spermatocytes. The primary spermatocyte divides meiotically (Meiosis I) into two secondary spermatocytes; each secondary spermatocyte divides into two equal haploid spermatids by Meiosis II. The spermatids are transformed into spermatozoa (sperm) by the process of spermiogenesis. These develop into mature spermatozoa, also known as sperm cells. Thus, the primary spermatocyte gives rise to two cells, the secondary spermatocytes, and the two secondary spermatocytes by their subdivision produce four spermatozoa and four haploid cells. Spermatozoa are the mature male gametes in many sexually reproducing organisms. Thus, spermatogenesis is the male version of gametogenesis, of which the female equivalent is oogenesis. In mammals it occurs in the seminiferous tubules of the male testes in a stepwise fashion. Spermatogenesis is highly dependent upon optimal conditions for the process to occur correctly, and is essential for sexual reproduction. DNA methylation and histone modification have been implicated in the regulation of this process. It starts during puberty and usually continues uninterrupted until death, although a slight decrease can be discerned in the quantity of produced sperm with increase in age (see Male infertility). Spermatogenesis starts in the bottom part of seminiferous tubes and, progressively, cells go deeper into tubes and moving along it until mature spermatozoa reaches the lumen, where mature spermatozoa are deposited. The division happens asynchronically; if the tube is cut transversally one could observe different Document 1::: Reproductive biology includes both sexual and asexual reproduction. Reproductive biology includes a wide number of fields: Reproductive systems Endocrinology Sexual development (Puberty) Sexual maturity Reproduction Fertility Human reproductive biology Endocrinology Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands. Reproductive systems Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring. Female reproductive system The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth. These structures include: Ovaries Oviducts Uterus Vagina Mammary Glands Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female. Male reproductive system The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia. Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract. Animal Reproductive Biology Animal reproduction oc Document 2::: Prenatal Testosterone Transfer (also known as prenatal androgen transfer or prenatal hormone transfer) refers to the phenomenon in which testosterone synthesized by a developing male fetus transfers to one or more developing fetuses within the womb and influences development. This typically results in the partial masculinization of specific aspects of female behavior, cognition, and morphology, though some studies have found that testosterone transfer can cause an exaggerated masculinization in males. There is strong evidence supporting the occurrence of prenatal testosterone transfer in rodents and other litter-bearing species, such as pigs. When it comes to humans, studies comparing dizygotic opposite-sex and same-sex twins suggest the phenomenon may occur, though the results of these studies are often inconsistent. Mechanisms of transfer Testosterone is a steroid hormone; therefore it has the ability to diffuse through the amniotic fluid between fetuses. In addition, hormones can transfer among fetuses through the mother's bloodstream. Consequences of testosterone transfer During prenatal development, testosterone exposure is directly responsible for masculinizing the genitals and brain structures. This exposure leads to an increase in male-typical behavior. Animal studies Most animal studies are performed on rats or mice. In these studies, the amount of testosterone each individual fetus is exposed to depends on its intrauterine position (IUP). Each gestating fetus not at either end of the uterine horn is surrounded by either two males (2M), two females (0M), or one female and one male (1M). Development of the fetus varies widely according to its IUP. Mice In mice, prenatal testosterone transfer causes higher blood concentrations of testosterone in 2M females when compared to 1M or 0M females. This has a variety of consequences on later female behavior, physiology, and morphology. Below is a table comparing physiological, morphological, and behavioral diffe Document 3::: Spermatozoa develop in the seminiferous tubules of the testes. During their development the spermatogonia proceed through meiosis to become spermatozoa. Many changes occur during this process: the DNA in nuclei becomes condensed; the acrosome develops as a structure close to the nucleus. The acrosome is derived from the Golgi apparatus and contains hydrolytic enzymes important for fusion of the spermatozoon with an egg cell. During spermiogenesis the nucleus condenses and changes shape. Abnormal shape change is a feature of sperm in male infertility. The acroplaxome is a structure found between the acrosomal membrane and the nuclear membrane. The acroplaxome contains structural proteins including keratin 5, F-actin and profilin IV. Document 4::: Spermarche, also known as semenarche, is the time at which a male experiences his first ejaculation. It is considered to be the counterpart of menarche in girls. Depending on upbringing, cultural differences, and prior sexual knowledge, males may have different reactions to spermarche, ranging from fear to excitement. Spermarche is one of the first events in the life of a male leading to sexual maturity. It occurs at the time when the secondary sex characteristics are just beginning to develop. Researchers have had difficulty determining the onset of spermarche because it is reliant on self-reporting. Other methods to determine it have included the examination of urine samples to determine the presence of spermatozoa. The presence of sperm in urine is referred to as spermaturia. Age of occurrence Research on the subject has varied for the reasons stated above, as well as changes in the average age of pubescence, which has been decreasing at an average rate of three months a decade. Research from 2010 indicated that the average age for spermarche in the U.S. was 12–16. In 2015, researchers in China determined that the average age for spermarche in China was 14. Historical data from countries including Nigeria and the United States also suggest 14 as an average age. Context Various studies have examined the circumstances in which first ejaculation occurred. Most commonly this occurred via a nocturnal emission, with a significant number experiencing semenarche via masturbation, which is very common at that stage. Less commonly, the first ejaculation occurred during sexual intercourse with a partner. See also Adrenarche The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Both androgen secretion and spermatogenesis occur continuously starting with what? A. birth B. walking C. mutation D. puberty Answer:
sciq-6483	multiple_choice	The hardest natural substance, diamond is a form of what element?	[ "zirconium", "hydrogen", "zenon", "carbon" ]	D		Relavent Documents: Document 0::: In crystallography, the diamond cubic crystal structure is a repeating pattern of 8 atoms that certain materials may adopt as they solidify. While the first known example was diamond, other elements in group 14 also adopt this structure, including α-tin, the semiconductors silicon and germanium, and silicon–germanium alloys in any proportion. There are also crystals, such as the high-temperature form of cristobalite, which have a similar structure, with one kind of atom (such as silicon in cristobalite) at the positions of carbon atoms in diamond but with another kind of atom (such as oxygen) halfway between those (see :Category:Minerals in space group 227). Although often called the diamond lattice, this structure is not a lattice in the technical sense of this word used in mathematics. Crystallographic structure Diamond's cubic structure is in the Fdm space group (space group 227), which follows the face-centered cubic Bravais lattice. The lattice describes the repeat pattern; for diamond cubic crystals this lattice is "decorated" with a motif of two tetrahedrally bonded atoms in each primitive cell, separated by of the width of the unit cell in each dimension. The diamond lattice can be viewed as a pair of intersecting face-centered cubic lattices, with each separated by of the width of the unit cell in each dimension. Many compound semiconductors such as gallium arsenide, β-silicon carbide, and indium antimonide adopt the analogous zincblende structure, where each atom has nearest neighbors of an unlike element. Zincblende's space group is F3m, but many of its structural properties are quite similar to the diamond structure. The atomic packing factor of the diamond cubic structure (the proportion of space that would be filled by spheres that are centered on the vertices of the structure and are as large as possible without overlapping) is significantly smaller (indicating a less dense structure) than the packing factors for the face-centered and body-cent Document 1::: See also List of minerals Document 2::: Diamond-like carbon (DLC) is a class of amorphous carbon material that displays some of the typical properties of diamond. DLC is usually applied as coatings to other materials that could benefit from such properties. DLC exists in seven different forms. All seven contain significant amounts of sp3 hybridized carbon atoms. The reason that there are different types is that even diamond can be found in two crystalline polytypes. The more common one uses a cubic lattice, while the less common one, lonsdaleite, has a hexagonal lattice. By mixing these polytypes at the nanoscale, DLC coatings can be made that at the same time are amorphous, flexible, and yet purely sp3 bonded "diamond". The hardest, strongest, and slickest is tetrahedral amorphous carbon (ta-C). Ta-C can be considered to be the "pure" form of DLC, since it consists almost entirely of sp3 bonded carbon atoms. Fillers such as hydrogen, graphitic sp2 carbon, and metals are used in the other 6 forms to reduce production expenses or to impart other desirable properties. The various forms of DLC can be applied to almost any material that is compatible with a vacuum environment. History In 2006, the market for outsourced DLC coatings was estimated as about €30,000,000 in the European Union. In 2011, researchers at Stanford University announced a super-hard amorphous diamond under conditions of ultrahigh pressure. The diamond lacks the crystalline structure of diamond but has the light weight characteristic of carbon. In 2021, Chinese researchers announced AM-III, a super-hard, fullerene-based form of amorphous carbon. It is also a semi-conductor with a bandgap range of 1.5 to 2.2 eV. The material demonstrated a hardness of 113 GPa on a Vickers hardness test vs diamonds rate at around 70 to 100 GPa. It was hard enough to scratch the surface of a diamond. Distinction from natural and synthetic diamond Naturally occurring diamond is almost always found in the crystalline form with a purely cubic orientati Document 3::: A nonmetal is a chemical element that mostly lacks metallic properties. Seventeen elements are generally considered nonmetals, though some authors recognize more or fewer depending on the properties considered most representative of metallic or nonmetallic character. Some borderline elements further complicate the situation. Nonmetals tend to have low density and high electronegativity (the ability of an atom in a molecule to attract electrons to itself). They range from colorless gases like hydrogen to shiny solids like the graphite form of carbon. Nonmetals are often poor conductors of heat and electricity, and when solid tend to be brittle or crumbly. In contrast, metals are good conductors and most are pliable. While compounds of metals tend to be basic, those of nonmetals tend to be acidic. The two lightest nonmetals, hydrogen and helium, together make up about 98% of the observable ordinary matter in the universe by mass. Five nonmetallic elements—hydrogen, carbon, nitrogen, oxygen, and silicon—make up the overwhelming majority of the Earth's crust, atmosphere, oceans and biosphere. The distinct properties of nonmetallic elements allow for specific uses that metals often cannot achieve. Elements like hydrogen, oxygen, carbon, and nitrogen are essential building blocks for life itself. Moreover, nonmetallic elements are integral to industries such as electronics, energy storage, agriculture, and chemical production. Most nonmetallic elements were not identified until the 18th and 19th centuries. While a distinction between metals and other minerals had existed since antiquity, a basic classification of chemical elements as metallic or nonmetallic emerged only in the late 18th century. Since then nigh on two dozen properties have been suggested as single criteria for distinguishing nonmetals from metals. Definition and applicable elements Properties mentioned hereafter refer to the elements in their most stable forms in ambient conditions unless otherwise Document 4::: Material is a substance or mixture of substances that constitutes an object. Materials can be pure or impure, living or non-living matter. Materials can be classified on the basis of their physical and chemical properties, or on their geological origin or biological function. Materials science is the study of materials, their properties and their applications. Raw materials can be processed in different ways to influence their properties, by purification, shaping or the introduction of other materials. New materials can be produced from raw materials by synthesis. In industry, materials are inputs to manufacturing processes to produce products or more complex materials. Historical elements Materials chart the history of humanity. The system of the three prehistoric ages (Stone Age, Bronze Age, Iron Age) were succeeded by historical ages: steel age in the 19th century, polymer age in the middle of the following century (plastic age) and silicon age in the second half of the 20th century. Classification by use Materials can be broadly categorized in terms of their use, for example: Building materials are used for construction Building insulation materials are used to retain heat within buildings Refractory materials are used for high-temperature applications Nuclear materials are used for nuclear power and weapons Aerospace materials are used in aircraft and other aerospace applications Biomaterials are used for applications interacting with living systems Material selection is a process to determine which material should be used for a given application. Classification by structure The relevant structure of materials has a different length scale depending on the material. The structure and composition of a material can be determined by microscopy or spectroscopy. Microstructure In engineering, materials can be categorised according to their microscopic structure: Plastics: a wide range of synthetic or semi-synthetic materials that use polymers as a main ingred The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The hardest natural substance, diamond is a form of what element? A. zirconium B. hydrogen C. zenon D. carbon Answer:
ai2_arc-113	multiple_choice	Plants have cells, tissues, organs, and systems that allow them to function as complete organisms. Which parts of a plant function as an organ?	[ "leaves", "spores", "root hairs", "chlorophyll molecules" ]	A		Relavent Documents: Document 0::: In biology, tissue is a historically derived biological organizational level between cells and a complete organ. A tissue is therefore often thought of as an assembly of similar cells and their extracellular matrix from the same embryonic origin that together carry out a specific function. Organs are then formed by the functional grouping together of multiple tissues. Biological organisms follow this hierarchy: Cells < Tissue < Organ < Organ System < Organism The English word "tissue" derives from the French word "tissu", the past participle of the verb tisser, "to weave". The study of tissues is known as histology or, in connection with disease, as histopathology. Xavier Bichat is considered as the "Father of Histology". Plant histology is studied in both plant anatomy and physiology. The classical tools for studying tissues are the paraffin block in which tissue is embedded and then sectioned, the histological stain, and the optical microscope. Developments in electron microscopy, immunofluorescence, and the use of frozen tissue-sections have enhanced the detail that can be observed in tissues. With these tools, the classical appearances of tissues can be examined in health and disease, enabling considerable refinement of medical diagnosis and prognosis. Plant tissue In plant anatomy, tissues are categorized broadly into three tissue systems: the epidermis, the ground tissue, and the vascular tissue. Epidermis – Cells forming the outer surface of the leaves and of the young plant body. Vascular tissue – The primary components of vascular tissue are the xylem and phloem. These transport fluids and nutrients internally. Ground tissue – Ground tissue is less differentiated than other tissues. Ground tissue manufactures nutrients by photosynthesis and stores reserve nutrients. Plant tissues can also be divided differently into two types: Meristematic tissues Permanent tissues. Meristematic tissue Meristematic tissue consists of actively dividing cell Document 1::: Organography (from Greek , organo, "organ"; and , -graphy) is the scientific description of the structure and function of the organs of living things. History Organography as a scientific study starts with Aristotle, who considered the parts of plants as "organs" and began to consider the relationship between different organs and different functions. In the 17th century Joachim Jung, clearly articulated that plants are composed of different organ types such as root, stem and leaf, and he went on to define these organ types on the basis of form and position. In the following century Caspar Friedrich Wolff was able to follow the development of organs from the "growing points" or apical meristems. He noted the commonality of development between foliage leaves and floral leaves (e.g. petals) and wrote: "In the whole plant, whose parts we wonder at as being, at the first glance, so extraordinarily diverse, I finally perceive and recognize nothing beyond leaves and stem (for the root may be regarded as a stem). Consequently all parts of the plant, except the stem, are modified leaves." Similar views were propounded at by Goethe in his well-known treatise. He wrote: "The underlying relationship between the various external parts of the plant, such as the leaves, the calyx, the corolla, the stamens, which develop one after the other and, as it were, out of one another, has long been generally recognized by investigators, and has in fact been specially studied; and the operation by which one and the same organ presents itself to us in various forms has been termed Metamorphosis of Plants." See also morphology (biology) Document 2::: 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 3::: 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 4::: A plantoid is a robot or synthetic organism designed to look, act and grow like a plant. The concept was first scientifically published in 2010 (although models of comparable systems controlled by neural networks date back to 2003) and has so far remained largely theoretical. Plantoids imitate plants through appearances and mimicking behaviors and internal processes (which function to keep the plant alive or to ensure its survival). A prototype for the European Commission is now in development by сonsortium of the following scientists: Dario Floreano, Barbara Mazzolai, Josep Samitier, Stefano Mancuso. A plantoid incorporates an inherently distributed architecture consisting of autonomous and specialized modules. Modules can be modeled on plant parts such as the root cap and communicate to form a simple swarm intelligence. This kind of system may display great robustness and resilience. It is conjectured to be capable of energy harvesting and management, collective environmental awareness and many other functions. In science fiction, while human-like robots (androids) are fairly frequent and animal-like biomorphic robots turn up occasionally, plantoids are quite rare. Exceptions occur in the novel Hearts, Hands and Voices (1992, US: The Broken Land) by Ian McDonald and the TV series Jikuu Senshi Spielban. Systems and Processes Like plants, plantoids position its roots and appendages (projecting parts of the plantoid) towards beneficial conditions that stimulate growth (i.e sunlight, ideal temperatures, areas with larger water concentration) and away from factors that bar growth. This occurs through a combination of information from its sensors and the plantoid reacting accordingly. Sensors The use of soft tactical sensors (devices that gather information based on the surrounding physical environment) allows the plantoid to navigate its way through its environment. These sensors relay information to the plantoid and produce signals, similar to how a computer ca The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Plants have cells, tissues, organs, and systems that allow them to function as complete organisms. Which parts of a plant function as an organ? A. leaves B. spores C. root hairs D. chlorophyll molecules Answer:
scienceQA-2973	multiple_choice	Select the chemical formula for this molecule.	[ "I2Cl2", "ICl", "I2Cl", "ICl2" ]	B	I is the symbol for iodine. According to the legend, iodine atoms are shown in dark purple. Cl is the symbol for chlorine. According to the legend, chlorine atoms are shown in green. This ball-and-stick model shows a molecule with one iodine atom and one chlorine atom. The chemical formula will contain the symbols I and Cl. There is one iodine atom, so I will not have a subscript. There is one chlorine atom, so Cl will not have a subscript. The correct formula is ICl. The diagram below shows how each part of the chemical formula matches with each part of the model above.	Relavent Documents: Document 0::: E–Z configuration, or the E–Z convention, is the IUPAC preferred method of describing the absolute stereochemistry of double bonds in organic chemistry. It is an extension of cis–trans isomer notation (which only describes relative stereochemistry) that can be used to describe double bonds having two, three or four substituents. Following the Cahn–Ingold–Prelog priority rules (CIP rules), each substituent on a double bond is assigned a priority, then positions of the higher of the two substituents on each carbon are compared to each other. If the two groups of higher priority are on opposite sides of the double bond (trans to each other), the bond is assigned the configuration E (from entgegen, , the German word for "opposite"). If the two groups of higher priority are on the same side of the double bond (cis to each other), the bond is assigned the configuration Z (from zusammen, , the German word for "together"). The letters E and Z are conventionally printed in italic type, within parentheses, and separated from the rest of the name with a hyphen. They are always printed as full capitals (not in lowercase or small capitals), but do not constitute the first letter of the name for English capitalization rules (as in the example above). Another example: The CIP rules assign a higher priority to bromine than to chlorine, and a higher priority to chlorine than to hydrogen, hence the following (possibly counterintuitive) nomenclature. For organic molecules with multiple double bonds, it is sometimes necessary to indicate the alkene location for each E or Z symbol. For example, the chemical name of alitretinoin is (2E,4E,6Z,8E)-3,7-dimethyl-9-(2,6,6-trimethyl-1-cyclohexenyl)nona-2,4,6,8-tetraenoic acid, indicating that the alkenes starting at positions 2, 4, and 8 are E while the one starting at position 6 is Z. See also Descriptor (chemistry) Geometric isomerism Molecular geometry Document 1::: 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 2::: Steudel R 2020, Chemistry of the Non-metals: Syntheses - Structures - Bonding - Applications, in collaboration with D Scheschkewitz, Berlin, Walter de Gruyter, . ▲ An updated translation of the 5th German edition of 2013, incorporating the literature up to Spring 2019. Twenty-three nonmetals, including B, Si, Ge, As, Se, Te, and At but not Sb (nor Po). The nonmetals are identified on the basis of their electrical conductivity at absolute zero putatively being close to zero, rather than finite as in the case of metals. That does not work for As however, which has the electronic structure of a semimetal (like Sb). Halka M & Nordstrom B 2010, "Nonmetals", Facts on File, New York, A reading level 9+ book covering H, C, N, O, P, S, Se. Complementary books by the same authors examine (a) the post-transition metals (Al, Ga, In, Tl, Sn, Pb and Bi) and metalloids (B, Si, Ge, As, Sb, Te and Po); and (b) the halogens and noble gases. Woolins JD 1988, Non-Metal Rings, Cages and Clusters, John Wiley & Sons, Chichester, . A more advanced text that covers H; B; C, Si, Ge; N, P, As, Sb; O, S, Se and Te. Steudel R 1977, Chemistry of the Non-metals: With an Introduction to Atomic Structure and Chemical Bonding, English edition by FC Nachod & JJ Zuckerman, Berlin, Walter de Gruyter, . ▲ Twenty-four nonmetals, including B, Si, Ge, As, Se, Te, Po and At. Powell P & Timms PL 1974, The Chemistry of the Non-metals, Chapman & Hall, London, . ▲ Twenty-two nonmetals including B, Si, Ge, As and Te. Tin and antimony are shown as being intermediate between metals and nonmetals; they are later shown as either metals or nonmetals. Astatine is counted as a metal. Document 3::: The SYBYL line notation or SLN is a specification for unambiguously describing the structure of chemical molecules using short ASCII strings. SLN differs from SMILES in several significant ways. SLN can specify molecules, molecular queries, and reactions in a single line notation whereas SMILES handles these through language extensions. SLN has support for relative stereochemistry, it can distinguish mixtures of enantiomers from pure molecules with pure but unresolved stereochemistry. In SMILES aromaticity is considered to be a property of both atoms and bonds whereas in SLN it is a property of bonds. Description Like SMILES, SLN is a linear language that describes molecules. This provides a lot of similarity with SMILES despite SLN's many differences from SMILES, and as a result this description will heavily compare SLN to SMILES and its extensions. Attributes Attributes, bracketed strings with additional data like [key1=value1, key2...], is a core feature of SLN. Attributes can be applied to atoms and bonds. Attributes not defined officially are available to users for private extensions. When searching for molecules, comparison operators such as fcharge>-0.125 can be used in place of the usual equal sign. A ! preceding a key/value group inverts the result of the comparison. Entire molecules or reactions can too have attributes. The square brackets are changed to a pair of <> signs. Atoms Anything that starts with an uppercase letter identifies an atom in SLN. Hydrogens are not automatically added, but the single bonds with hydrogen can be abbreviated for organic compounds, resulting in CH4 instead of C(H)(H)(H)H for methane. The author argues that explicit hydrogens allow for more robust parsing. Attributes defined for atoms include I= for isotope mass number, charge= for formal charge, fcharge for partial charge, s= for stereochemistry, and spin= for radicals (s, d, t respectively for singlet, doublet, triplet). A formal charge of charge=2 can be abbrevi Document 4::: Wiswesser line notation (WLN), invented by William J. Wiswesser in 1949, was the first line notation capable of precisely describing complex molecules. It was the basis of ICI Ltd's CROSSBOW database system developed in the late 1960s. WLN allowed for indexing the Chemical Structure Index (CSI) at the Institute for Scientific Information (ISI). It was also the tool used to develop the CAOCI (Commercially Available Organic Chemical Intermediates) database, the datafile from which Accelrys' (successor to MDL) ACD file was developed. WLN is still being extensively used by BARK Information Services. Descriptions of how to encode molecules as WLN have been published in several books. Examples 1H : methane 2H : ethane 3H : propane 1Y : isobutane 1X : neopentane Q1 : methanol 1R : toluene 1V1 : acetone 2O2 : diethyl ether 1VR : acetophenone ZR CVQ : 3-aminobenzoic acid QVYZ1R : phenylalanine QX2&2&2 : 3-ethylpentan-3-ol QVY3&1VQ : 2-propylbutanedioic acid L66J BMR& DSWQ IN1&1 : 6-dimethylamino-4-phenylamino-naphthalene-2-sulfonic acid QVR-/G 5 : pentachlorobenzoic acid The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the chemical formula for this molecule. A. I2Cl2 B. ICl C. I2Cl D. ICl2 Answer:
sciq-815	multiple_choice	The small, egg-shaped organs that lie on either side of the uterus are called?	[ "glands", "lungs", "kidneys", "ovaries" ]	D		Relavent Documents: Document 0::: The medulla of ovary (or Zona vasculosa of Waldeyer) is a highly vascular stroma in the center of the ovary. It forms from embryonic mesenchyme and contains blood vessels, lymphatic vessels, and nerves. This stroma forms the tissue of the hilum by which the ovarian ligament is attached, and through which the blood vessels enter: it does not contain any ovarian follicles. Document 1::: The uterine horns (cornua of uterus) are the points in the upper uterus where the fallopian tubes exit to meet the ovaries. They are one of the points of attachment for the round ligament of uterus (the other being the mons pubis). They also provide attachment to the ovarian ligament, which is located below the fallopian tube at the back; while the round ligament of uterus is located below the tube at the front. The uterine horns are far more prominent in other animals (such as cows and cats) than they are in humans. In the cat, implantation of the embryo occurs in one of the two uterine horns, not the body of the uterus itself. Occasionally, if a fallopian tube does not connect, the uterine horn will fill with blood each month, and a minor one-day surgery will be performed to remove it. Often, people who are born with this have trouble getting pregnant as both ovaries are functional and either may ovulate. The spare egg, that cannot travel the fallopian tube, is absorbed into the body. 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::: 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 4::: This list of related male and female reproductive organs shows how the male and female reproductive organs and the development of the reproductive system are related, sharing a common developmental path. This makes them biological homologues. These organs differentiate into the respective sex organs in males and females. List Internal organs External organs The external genitalia of both males and females have similar origins. They arise from the genital tubercle that forms anterior to the cloacal folds (proliferating mesenchymal cells around the cloacal membrane). The caudal aspect of the cloacal folds further subdivides into the posterior anal folds and the anterior urethral folds. Bilateral to the urethral fold, genital swellings (tubercles) become prominent. These structures are the future scrotum and labia majora in males and females, respectively. The genital tubercles of an eight-week-old embryo of either sex are identical. They both have a glans area, which will go on to form the glans clitoridis (females) or glans penis (males), a urogenital fold and groove, and an anal tubercle. At around ten weeks, the external genitalia are still similar. At the base of the glans, there is a groove known as the coronal sulcus or corona glandis. It is the site of attachment of the future prepuce. Just anterior to the anal tubercle, the caudal end of the left and right urethral folds fuse to form the urethral raphe. The lateral part of the genital tubercle (called the lateral tubercle) grows longitudinally and is about the same length in either sex. Human physiology The male external genitalia include the penis and the scrotum. The female external genitalia include the clitoris, the labia, and the vaginal opening, which are collectively called the vulva. External genitalia vary widely in external appearance among different people. One difference between the glans penis and the glans clitoridis is that the glans clitoridis packs nerve endings into a volume only about The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The small, egg-shaped organs that lie on either side of the uterus are called? A. glands B. lungs C. kidneys D. ovaries Answer:
sciq-1137	multiple_choice	Insects have a highly specialized type of respiratory system called what?	[ "gland system", "grunion system", "nasal system", "tracheal system" ]	D		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::: Statary is a term currently applied in fields such as ecology, ethology, psychology. In modern use it contrasts on the one hand with such concepts as migratory, nomadic, or shifting, and on the other with static or immobile. The word also is of historical interest in its change of meaning as its usage changed. Current usage In current usage in fields such as biology, statary commonly means in a particular location or state, but not rigidly so. Army ant colonies for example are said to be in a statary phase when they occupy one bivouac for an extended period instead of just overnight. This is as opposed to a nomadic phase, in which they travel and forage practically daily. This does not mean that ant colonies in a statary phase do not move nor even that they do not forage while statary; they often do both, sometimes daily. Correspondingly a colony in a nomadic phase does not travel without rest; it bivouacs for the night. The significance of the terms is that the colonies' behaviour patterns differ radically according to their activity phase; one pattern favours maintaining a persistent presence where brood is being raised, whereas the other favours continual nomadic wandering into new foraging grounds. Such phases have raised interest in studies in aspects of comparative psychology and evolution. The term statary also applies in contexts other than ants or colonial organisms. Swarm-forming species of locusts go beyond having statary and nomadic phases of behaviour; their growing nymphs actually develop into different adult morphologies, depending on whether the conditions during their growth favour swarming or not. Locusts that adopt the swarming morphology are said to be the migratory morphs, while the rest are called statary morphs. Effectively similar morphs occur in some other insect species, such as army worm. In some technical fields statary need not refer literally to location or motion, but refer figuratively to their having particular characteristic but Document 2::: A dense heterarchy is a hierarchical organization in social insect colonies in which the higher levels affect the lower levels and lower levels eventually influence the higher levels. Individual ants within the colony network are likely to have many connections with one another – making the network denser and non-hierarchical. Because there is no highest level within a heterarchy but the heterarchy itself, control is decentralized (not controlled by the queen). Communication between individuals in a dense heterarchy occurs directly between individuals and through stigmergy. Feedback loops of communication can produce emergent properties not obvious when only examining singular activities or communication. Document 3::: Digital automated identification system (DAISY) is an automated species identification system optimised for the rapid screening of invertebrates (e.g. insects) by non-experts (e.g. parataxonomists). It was developed by Dr. Mark O'Neill during the mid-1990s. Development was supported by funding from the Darwin Initiative in 1997 and BBSRC. The intellectual property rights were acquired by O'Neill's company, Tumbling Dice Ltd, in February 2000 at the end of the grant funded Darwin Project. The system underwent further development resulting in an producing an exemplar which is web accessible and which can cope in near real time with groups (e.g. hawk moths) which contain several hundred taxa. On medium to high end PC server hardware (e.g. a blade server) an identification is possible in under a second for a 300 taxon group. Parallelisation of the critical DAISY classifier codes (using either bespoke FPGA technology or general purpose GPU programming technology such as CUDA) will give an order of magnitude increase in performance. This means that DAISY can be deployed to make real time identifications within groups containing thousands of taxa (e.g. true flies). DAISY has been used in several research projects by O'Neill and others, and featured in popular science TV and magazine articles. The project has also been the subject of a recent article in Science. In 2011, the first DAISY installation capable of scaling to hundreds of taxa was installed at Natural History Museum in London. This server offered both VNC and web service based interfaces and was able to offload compute intensive pattern matching operations onto an NVIDIA GPU programmed using CUDA. This installation was capable of providing identification to species given a 300+ taxon dataset in less than a second in a multiple user environment. More recently, under the aegis of Innovate UK funding, DAISY has been extensively modified to meet the needs of upstream activities within the oil and gas sector, in Document 4::: This glossary of entomology describes terms used in the formal study of insect species by entomologists. A–C A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. Though its phytotoxicity is low, solvents in some formulations may damage certain crops. cf. the related Dieldrin, Endrin, Isodrin D–F A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. cf. the related Aldrin, Endrin, Isodrin A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. Though its phytotoxicity is low, solvents in some formulations may damage certain crops. cf. the related Dieldrin, Aldrin, Isodrin G–L A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. Though its phytotoxicity is low, solvents in some formulations may damage certain crops. cf. the related Dieldrin, Aldrin, Endrin M–O P–R S–Z Figures See also Anatomical terms of location Butterfly Caterpillar Comstock–Needham system External morphology of Lepidoptera Glossary of ant terms Glossary of spider terms Glossary of scientific names Insect wing Pupa The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Insects have a highly specialized type of respiratory system called what? A. gland system B. grunion system C. nasal system D. tracheal system Answer:
sciq-160	multiple_choice	Glaciers are incredibly powerful agents of what?	[ "extinction", "erosion", "insulation", "climate change" ]	B		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields. Description The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions. The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.” Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers. Current efforts The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo Document 2::: 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::: Ian Gordon Simmons (born 22 January 1937) is a British geographer. He retired as Professor of Geography from the University of Durham in 2001. He has made significant contributions to environmental history and prehistoric archaeology. Background Simmons grew up in East London and then East Lincolnshire until the age of 12. He studied physical geography (BSc) and holds a PhD from the University of London (early 1960s) on the vegetation history of Dartmoor. He began university lecturing in his early 20s and was Lecturer and then Reader in Geography at the University of Durham from 1962 to 1977, then Professor of Geography at the University of Bristol from 1977 to 1981 before returning to a Chair in Geography at Durham, where he worked until retiring in 2001. In 1972–73, he taught biogeography for a year at York University, Canada and has held other appointments including Visiting Scholar, St. John's College, University of Oxford in the 1990s. Previously, he had been an ACLS postdoctoral fellow at the University of California, Berkeley. Scholarship His research includes the study of the later Mesolithic and early Neolithic in their environmental setting on English uplands, where he has demonstrated the role of these early human communities in initiating some of Britain's characteristic landscape elements. His work also encompasses the long-term effects of human manipulation of the natural environment and its consequences for resource use and environmental change. This line of work resulted in his last three books, which looked at environmental history on three nested scales: the moorlands of England and Wales, Great Britain, and the Globe. Each dealt with the last 10,000 years and tried to encompassboth conventional science-based data with the insights of the social sciences and humanities. Simmons has authored several books on environmental thought and culture over the ages as well as contemporary resource management and environmental problems. Since retireme The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Glaciers are incredibly powerful agents of what? A. extinction B. erosion C. insulation D. climate change Answer:
sciq-4789	multiple_choice	Chewing a bite of bread mixes it with what and facilitates its chemical breakdown?	[ "chyme", "interstitial fluid", "saliva", "calcium" ]	C		Relavent Documents: Document 0::: Relatively speaking, the brain consumes an immense amount of energy in comparison to the rest of the body. The mechanisms involved in the transfer of energy from foods to neurons are likely to be fundamental to the control of brain function. Human bodily processes, including the brain, all require both macronutrients, as well as micronutrients. Insufficient intake of selected vitamins, or certain metabolic disorders, may affect cognitive processes by disrupting the nutrient-dependent processes within the body that are associated with the management of energy in neurons, which can subsequently affect synaptic plasticity, or the ability to encode new memories. Macronutrients The human brain requires nutrients obtained from the diet to develop and sustain its physical structure and cognitive functions. Additionally, the brain requires caloric energy predominately derived from the primary macronutrients to operate. The three primary macronutrients include carbohydrates, proteins, and fats. Each macronutrient can impact cognition through multiple mechanisms, including glucose and insulin metabolism, neurotransmitter actions, oxidative stress and inflammation, and the gut-brain axis. Inadequate macronutrient consumption or proportion could impair optimal cognitive functioning and have long-term health implications. Carbohydrates Through digestion, dietary carbohydrates are broken down and converted into glucose, which is the sole energy source for the brain. Optimal brain function relies on adequate carbohydrate consumption, as carbohydrates provide the quickest source of glucose for the brain. Glucose deficiencies such as hypoglycaemia reduce available energy for the brain and impair all cognitive processes and performance. Additionally, situations with high cognitive demand, such as learning a new task, increase brain glucose utilization, depleting blood glucose stores and initiating the need for supplementation. Complex carbohydrates, especially those with high d Document 1::: Mouthfeel refers to the physical sensations in the mouth caused by food or drink, making it distinct from taste. It is a fundamental sensory attribute which, along with taste and smell, determines the overall flavor of a food item. Mouthfeel is also sometimes referred to as texture. It is used in many areas related to the testing and evaluating of foodstuffs, such as wine-tasting and food rheology. It is evaluated from initial perception on the palate, to first bite, through chewing to swallowing and aftertaste. In wine-tasting, for example, mouthfeel is usually used with a modifier (big, sweet, tannic, chewy, etc.) to the general sensation of the wine in the mouth. Research indicates texture and mouthfeel can also influence satiety with the effect of viscosity most significant. Mouthfeel is often related to a product's water activity—hard or crisp products having lower water activities and soft products having intermediate to high water activities. Qualities perceived Chewiness: The sensation of sustained, elastic resistance from food while it is chewed. Cohesiveness: Degree to which the sample deforms before rupturing when biting with molars. Crunchiness: The audible grinding of a food when it is chewed. Density: Compactness of cross section of the sample after biting completely through with the molars. Dryness: Degree to which the sample feels dry in the mouth. Exquisiteness: Perceived quality of the item in question. Fracturability: Force with which the sample crumbles, cracks or shatters. Fracturability encompasses crumbliness, crispiness, crunchiness and brittleness. Graininess: Degree to which a sample contains small grainy particles. Gumminess: Energy required to disintegrate a semi-solid food to a state ready for swallowing. Hardness: Force required to deform the product to a given distance, i.e., force to compress between molars, bite through with incisors, compress between tongue and palate. Heaviness: Weight of product perceived when fir 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::: 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::: Food physical chemistry is considered to be a branch of Food chemistry concerned with the study of both physical and chemical interactions in foods in terms of physical and chemical principles applied to food systems, as well as the applications of physical/chemical techniques and instrumentation for the study of foods. This field encompasses the "physiochemical principles of the reactions and conversions that occur during the manufacture, handling, and storage of foods." Food physical chemistry concepts are often drawn from rheology, theories of transport phenomena, physical and chemical thermodynamics, chemical bonds and interaction forces, quantum mechanics and reaction kinetics, biopolymer science, colloidal interactions, nucleation, glass transitions, and freezing, disordered/noncrystalline solids. Techniques utilized range widely from dynamic rheometry, optical microscopy, electron microscopy, AFM, light scattering, X-ray diffraction/neutron diffraction, to MRI, spectroscopy (NMR, FT-NIR/IR, NIRS, ESR and EPR, CD/VCD, Fluorescence, FCS, HPLC, GC-MS, and other related analytical techniques. Understanding food processes and the properties of foods requires a knowledge of physical chemistry and how it applies to specific foods and food processes. Food physical chemistry is essential for improving the quality of foods, their stability, and food product development. Because food science is a multi-disciplinary field, food physical chemistry is being developed through interactions with other areas of food chemistry and food science, such as food analytical chemistry, food process engineering/food processing, food and bioprocess technology, food extrusion, food quality control, food packaging, food biotechnology, and food microbiology. Topics in Food physical chemistry The following are examples of topics in food physical chemistry that are of interest to both the food industry and food science: Water in foods Local structure in liquid water Micro-crystalliz The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Chewing a bite of bread mixes it with what and facilitates its chemical breakdown? A. chyme B. interstitial fluid C. saliva D. calcium Answer:
sciq-11302	multiple_choice	A problem with using food chains to describe ecosystems is that some organisms can feed on or be consumed by species from more than one of what level?	[ "habitat level", "trophic level", "pH level", "biome level" ]	B		Relavent Documents: Document 0::: 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 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::: Hierarchy theory is a means of studying ecological systems in which the relationship between all of the components is of great complexity. Hierarchy theory focuses on levels of organization and issues of scale, with a specific focus on the role of the observer in the definition of the system. Complexity in this context does not refer to an intrinsic property of the system but to the possibility of representing the systems in a plurality of non-equivalent ways depending on the pre-analytical choices of the observer. Instead of analyzing the whole structure, hierarchy theory refers to the analysis of hierarchical levels, and the interactions between them. See also Biological organisation Timothy F. H. Allen Deep history Big history Deep time Deep ecology Infrastructure-based development World-systems theory Structuralist economics Dependency theory Document 3::: 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 4::: An ecological network is a representation of the biotic interactions in an ecosystem, in which species (nodes) are connected by pairwise interactions (links). These interactions can be trophic or symbiotic. Ecological networks are used to describe and compare the structures of real ecosystems, while network models are used to investigate the effects of network structure on properties such as ecosystem stability. Properties Historically, research into ecological networks developed from descriptions of trophic relationships in aquatic food webs; however, recent work has expanded to look at other food webs as well as webs of mutualists. Results of this work have identified several important properties of ecological networks. Complexity (linkage density): the average number of links per species. Explaining the observed high levels of complexity in ecosystems has been one of the main challenges and motivations for ecological network analysis, since early theory predicted that complexity should lead to instability. Connectance: the proportion of possible links between species that are realized (links/species2). In food webs, the level of connectance is related to the statistical distribution of the links per species. The distribution of links changes from (partial) power-law to exponential to uniform as the level of connectance increases. The observed values of connectance in empirical food webs appear to be constrained by the variability of the physical environment, by habitat type, which will reflect on an organism's diet breadth driven by optimal foraging behaviour. This ultimately links the structure of these ecological networks to the behaviour of individual organisms. Degree distribution: the degree distribution of an ecological network is the cumulative distribution for the number of links each species has. The degree distributions of food webs have been found to display the same universal functional form. The degree distribution can be split into its two The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A problem with using food chains to describe ecosystems is that some organisms can feed on or be consumed by species from more than one of what level? A. habitat level B. trophic level C. pH level D. biome level Answer:
sciq-10585	multiple_choice	All three types of convergent plate boundaries produce what destructive phenomenon?	[ "tornado", "earthquake", "volcano", "storm" ]	B		Relavent Documents: Document 0::: Sand boils or sand volcanoes occur when water under pressure wells up through a bed of sand. The water looks like it is boiling up from the bed of sand, hence the name. Sand volcano A sand volcano or sand blow is a cone of sand formed by the ejection of sand onto a surface from a central point. The sand builds up as a cone with slopes at the sand's angle of repose. A crater is commonly seen at the summit. The cone looks like a small volcanic cone and can range in size from millimetres to metres in diameter. The process is often associated with soil liquefaction and the ejection of fluidized sand that can occur in water-saturated sediments during an earthquake. The New Madrid Seismic Zone exhibited many such features during the 1811–12 New Madrid earthquakes. Adjacent sand blows aligned in a row along a linear fracture within fine-grained surface sediments are just as common, and can still be seen in the New Madrid area. In the past few years, much effort has gone into the mapping of liquefaction features to study ancient earthquakes. The basic idea is to map zones that are susceptible to the process and then go in for a closer look. The presence or absence of soil liquefaction features is strong evidence of past earthquake activity, or lack thereof. These are to be contrasted with mud volcanoes, which occur in areas of geyser or subsurface gas venting. Flood protection structures Sand boils can be a mechanism contributing to liquefaction and levee failure during floods. This effect is caused by a difference in pressure on two sides of a levee or dike, most likely during a flood. This process can result in internal erosion, whereby the removal of soil particles results in a pipe through the embankment. The creation of the pipe will quickly pick up pace and will eventually result in failure of the embankment. A sand boil is difficult to stop. The most effective method is by creating a body of water above the boil to create enough pressure to slow the flow of Document 1::: In geodynamics lower crustal flow is the mainly lateral movement of material within the lower part of the continental crust by a ductile flow mechanism. It is thought to be an important process during both continental collision and continental break-up. Rheology The tendency of the lower crust to flow is controlled by its rheology. Ductile flow in the lower crust is assumed to be controlled by the deformation of quartz and/or plagioclase feldspar as its composition is thought to be granodioritic to dioritic. With normal thickness continental crust and a normal geothermal gradient, the lower crust, below the brittle–ductile transition zone, exhibits ductile flow behaviour under geological strain rates. Factors that can vary this behaviour include: water content, thickness, heat flow and strain-rate. Collisional belts In some areas of continental collision, the lower part of the thickened crust that results is interpreted to flow laterally, such as in the Tibetan plateau, and the Altiplano in the Bolivian Andes. Document 2::: Maui Nui is a modern geologists' name given to a prehistoric Hawaiian island and the corresponding modern biogeographic region. Maui Nui is composed of four modern islands: Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe. Administratively, the four modern islands comprise Maui County (and a tiny part of Molokaʻi called Kalawao County). Long after the breakup of Maui Nui, the four modern islands retained plant and animal life similar to each other. Thus, Maui Nui is not only a prehistoric island but also a modern biogeographic region. Geology Maui Nui formed and broke up during the Pleistocene Epoch, which lasted from about 2.58 million to 11,700 years ago. Maui Nui is built from seven shield volcanoes. The three oldest are Penguin Bank, West Molokaʻi, and East Molokaʻi, which probably range from slightly over to slightly less than 2 million years old. The four younger volcanoes are Lāna‘i, West Maui, Kaho‘olawe, and Haleakalā, which probably formed between 1.5 and 2 million years ago. At its prime 1.2 million years ago, Maui Nui was , 50% larger than today's Hawaiʻi Island. The island of Maui Nui included four modern islands (Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe) and landmass west of Molokaʻi called Penguin Bank, which is now completely submerged. Maui Nui broke up as rising sea levels flooded the connections between the volcanoes. The breakup was complex because global sea levels rose and fell intermittently during the Quaternary glaciation. About 600,000 years ago, the connection between Molokaʻi and the island of Lāna‘i/Maui/Kahoʻolawe became intermittent. About 400,000 years ago, the connection between Lāna‘i and Maui/Kahoʻolawe also became intermittent. The connection between Maui and Kahoʻolawe was permanently broken between 200,000 and 150,000 years ago. Maui, Lāna‘i, and Molokaʻi were connected intermittently thereafter, most recently about 18,000 years ago during the Last Glacial Maximum. Today, the sea floor between these four islands is relatively shallow Document 3::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 4::: The interaction between erosion and tectonics has been a topic of debate since the early 1990s. While the tectonic effects on surface processes such as erosion have long been recognized (for example, river formation as a result of tectonic uplift), the opposite (erosional effects on tectonic activity) has only recently been addressed. The primary questions surrounding this topic are what types of interactions exist between erosion and tectonics and what are the implications of these interactions. While this is still a matter of debate, one thing is clear, Earth's landscape is a product of two factors: tectonics, which can create topography and maintain relief through surface and rock uplift, and climate, which mediates the erosional processes that wear away upland areas over time. The interaction of these processes can form, modify, or destroy geomorphic features on Earth's surface. Tectonic processes The term tectonics refers to the study of Earth's surface structure and the ways in which it changes over time. Tectonic processes typically occur at plate boundaries which are one of three types: convergent boundaries, divergent boundaries, or transform boundaries. These processes form and modify the topography of the Earth's surface, effectively increasing relief through the mechanisms of isostatic uplift, crustal thickening, and deformation in the form of faulting and folding. Increased elevations, in relation to regional base levels, lead to steeper river channel gradients and an increase in orographically localized precipitation, ultimately resulting in drastically increased erosion rates. The topography, and general relief, of a given area determines the velocity at which surface runoff will flow, ultimately determining the potential erosive power of the runoff. Longer, steeper slopes are more prone to higher rates of erosion during periods of heavy rainfall than shorter, gradually sloping areas. Thus, large mountain ranges, and other areas of high relief, forme The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. All three types of convergent plate boundaries produce what destructive phenomenon? A. tornado B. earthquake C. volcano D. storm Answer:
sciq-4514	multiple_choice	What are boggy regions with thick layers of peat called?	[ "tropics", "peatlands", "meadows", "wetlands" ]	B		Relavent Documents: Document 0::: A string bog or string mire is a bog consisting of slightly elevated ridges and islands, with woody plants, alternating with flat, wet sedge mat areas. String bogs occur on slightly sloping surfaces, with the ridges at right angles to the direction of water flow. They are an example of patterned vegetation. String bogs are also known as aapa moors or aapa mires (from Finnish aapasuo) or Strangmoor (from the German). A string bog has a pattern of narrow (2–3m wide), low (less than 1m high) ridges oriented at right angles to the direction of drainage with wet depressions or pools occurring between the ridges. The water and peat are very low in nutrients because the water has been derived from other ombrotrophic wetlands, which receive all of their water and nutrients from precipitation, rather than from streams or springs. The peat thickness is greater than 1m. String bogs are features associated with periglacial climates, where the temperature results in long periods of subzero temperatures. The active layer exists as frozen ground for long periods and melts in the spring thaw. Slow melting results in characteristic mass movement processes and features associated with specific periglacial environments. See also Blanket bog Flark Marsh Document 1::: Ecological classification or ecological typology is the classification of land or water into geographical units that represent variation in one or more ecological features. Traditional approaches focus on geology, topography, biogeography, soils, vegetation, climate conditions, living species, habitats, water resources, and sometimes also anthropic factors. Most approaches pursue the cartographical delineation or regionalisation of distinct areas for mapping and planning. Approaches to classifications Different approaches to ecological classifications have been developed in terrestrial, freshwater and marine disciplines. Traditionally these approaches have focused on biotic components (vegetation classification), abiotic components (environmental approaches) or implied ecological and evolutionary processes (biogeographical approaches). Ecosystem classifications are specific kinds of ecological classifications that consider all four elements of the definition of ecosystems: a biotic component, an abiotic complex, the interactions between and within them, and the physical space they occupy (ecotope). Vegetation classification Vegetation is often used to classify terrestrial ecological units. Vegetation classification can be based on vegetation structure and floristic composition. Classifications based entirely on vegetation structure overlap with land cover mapping categories. Many schemes of vegetation classification are in use by the land, resource and environmental management agencies of different national and state jurisdictions. The International Vegetation Classification (IVC or EcoVeg) has been recently proposed but has not been yet widely adopted. Vegetation classifications have limited use in aquatic systems, since only a handful of freshwater or marine habitats are dominated by plants (e.g. kelp forests or seagrass meadows). Also, some extreme terrestrial environments, like subterranean or cryogenic ecosystems, are not properly described in vegetation c Document 2::: The Cowardin classification system is a system for classifying wetlands, devised by Lewis M. Cowardin et al. in 1979 for the United States Fish and Wildlife Service. The system includes five main types of wetlands: Marine wetlands- which are areas exposed to the open ocean Estuarine wetlands- partially enclosed by land and also exposed to a mixture of fresh and salt water bodies of water Riverine wetlands- associated with flowing water Lacustrine wetlands- associated with a lake or other body of fresh water Palustrine wetlands- freshwater wetlands not associated with a river or lake. The primary purpose of this ecological classification system was to establish consistent terms and definitions used in inventory of wetlands and to provide standard measurements for mapping these lands. See also Wetland conservation Wetlands of the United States Document 3::: Biogeoclimatic ecosystem classification (BEC) is an ecological classification framework used in British Columbia to define, describe, and map ecosystem-based units at various scales, from broad, ecologically-based climatic regions down to local ecosystems or sites. BEC is termed an ecosystem classification as the approach integrates site, soil, and vegetation characteristics to develop and characterize all units. BEC has a strong application focus and guides to classification and management of forests, grasslands and wetlands are available for much of the province to aid in identification of the ecosystem units. History The biogeoclimatic ecosystem classification (BEC) system evolved from the work of Vladimir J. Krajina, a Czech-trained professor of ecology and botany at the University of British Columbia and his students, from 1949 - 1970. Krajina conceptualized the biogeoclimatic approach as an attempt to describe the ecologically diverse and largely undescribed landscape of British Columbia, the mountainous western-most province of Canada, using a unique blend of various contemporary traditions. These included the American tradition of community change and climax, the state factor concept of Jenny, the Braun-Blanquet approach, the Russian biogeocoenose, and environmental grids, and the European microscopic pedology approach The biogeoclimatic approach was subsequently adopted by the Forest Service of British Columbia in 1976—initially as a five-year program to develop the classification to assist with tree species selection in reforestation. The classification concepts adopted from Krajina were modified by the staff of the B.C. Forest Service in the implementation of a provincial classification. Over the past 40 years, the BEC approach has been expanded and applied to all regions of British Columbia. It has developed into a comprehensive framework for understanding ecosystems in a climatically and topographically complex region. Classification Framework Biog Document 4::: Appalachian bogs are boreal or hemiboreal ecosystems, which occur in many places in the Appalachian Mountains, particularly the Allegheny and Blue Ridge subranges. Though popularly called bogs, many of them are technically fens. Natural history After the Pleistocene ice ages, species and ecosystems that had shifted southward often survived in local refugia. As a result, cold-adapted ecosystems, such as bogs, remain as far south as East Tennessee and Western North Carolina. Development of land has greatly reduced both the number and acreage of the bogs in North Carolina. Bog ecosystems evolved in humid cold temperate regions and are generally ombrotrophic which means the system is dependent on precipitation for moisture and nutrient inputs. Shady Valley bogs Situated between Holston Mountain and the Iron Mountains, the community of Shady Valley, Tennessee, once contained an estimated 10,000 acres (40 km²) of cranberry bogs. In recent years, The Nature Conservancy has initiated a bog restoration program in Shady Valley. The Conservancy also sponsors the town's annual Cranberry Festival, which is held the second weekend in October. Notable bog preserves Cranberry Glades, in Pocahontas County, West Virginia Cranesville Swamp Preserve, in Preston County, West Virginia and Garrett County, Maryland Mountain Bogs National Wildlife Refuge in Ashe County, North Carolina. Tamarack Swamp, in Pennsylvania's West Branch Susquehanna Valley Tannersville Cranberry Bog, in Northeastern Pennsylvania Cataract bogs A cataract bog is a rare ecological community, formed where a permanent stream flows over a granite outcropping. The sheeting of water keeps the edges of the rock wet without eroding the soil, but in this precarious location no tree or large shrub can maintain a roothold. The result is a narrow, permanently wet, sunny habitat. While a cataract bog is host to plants typical of a bog, it is technically a fen, not a bog. Bogs get water from the atmosphere, while fens get The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are boggy regions with thick layers of peat called? A. tropics B. peatlands C. meadows D. wetlands Answer:
sciq-1002	multiple_choice	What type of organisms are helpless at birth and require lots of help from their parents?	[ "Microorganisms", "multicellular organisms", "altricial organisms", "precocial organisms" ]	C		Relavent Documents: Document 0::: An organism () is any biological living system that functions as an individual life form. All organisms are composed of cells. The idea of organism is based on the concept of minimal functional unit of life. Three traits have been proposed to play the main role in qualification as an organism: noncompartmentability – structure that cannot be divided without its functionality loss, individuality – the entity has simultaneous holding of genetic uniqueness, genetic homogeneity and autonomy, distinctness – genetic information has to maintain open-system (a cell). Organisms include multicellular animals, plants, and fungi; or unicellular microorganisms such as protists, bacteria, and archaea. All types of organisms are capable of reproduction, growth and development, maintenance, and some degree of response to stimuli. Most multicellular organisms differentiate into specialized tissues and organs during their development. In 2016, a set of 355 genes from the last universal common ancestor (LUCA) of all organisms from Earth was identified. Etymology The term "organism" (from Greek ὀργανισμός, organismos, from ὄργανον, organon, i.e. "instrument, implement, tool, organ of sense or apprehension") first appeared in the English language in 1703 and took on its current definition by 1834 (Oxford English Dictionary). It is directly related to the term "organization". There is a long tradition of defining organisms as self-organizing beings, going back at least to Immanuel Kant's 1790 Critique of Judgment. Definitions An organism may be defined as an assembly of molecules functioning as a more or less stable whole that exhibits the properties of life. Dictionary definitions can be broad, using phrases such as "any living structure, such as a plant, animal, fungus or bacterium, capable of growth and reproduction". Many definitions exclude viruses and possible synthetic non-organic life forms, as viruses are dependent on the biochemical machinery of a host cell for repr Document 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::: The following outline is provided as an overview of and topical guide to life forms: A life form (also spelled life-form or lifeform) is an entity that is living, such as plants (flora), animals (fauna), and fungi (funga). It is estimated that more than 99% of all species that ever existed on Earth, amounting to over five billion species, are extinct. Earth is the only celestial body known to harbor life forms. No form of extraterrestrial life has been discovered yet. Archaea Archaea – a domain of single-celled microorganisms, morphologically similar to bacteria, but they possess genes and several metabolic pathways that are more closely related to those of eukaryotes, notably the enzymes involved in transcription and translation. Many archaea are extremophiles, which means living in harsh environments, such as hot springs and salt lakes, but they have since been found in a broad range of habitats. Thermoproteota – a phylum of the Archaea kingdom. Initially Thermoprotei Sulfolobales – grow in terrestrial volcanic hot springs with optimum growth occurring Euryarchaeota – In the taxonomy of microorganisms Haloarchaea Halobacteriales – in taxonomy, the Halobacteriales are an order of the Halobacteria, found in water saturated or nearly saturated with salt. Methanobacteria Methanobacteriales – information including symptoms, causes, diseases, symptoms, treatments, and other medical and health issues. Methanococci Methanococcales aka Methanocaldococcus jannaschii – thermophilic methanogenic archaea, meaning that it thrives at high temperatures and produces methane Methanomicrobia Methanosarcinales – In taxonomy, the Methanosarcinales are an order of the Methanomicrobia Methanopyri Methanopyrales – In taxonomy, the Methanopyrales are an order of the methanopyri. Thermococci Thermococcales Thermoplasmata Thermoplasmatales – An order of aerobic, thermophilic archaea, in the kingdom Halophiles – organisms that thrive in high salt concentrations Ko Document 3::: 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 4::: A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord. Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types. Multicellular organisms All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of organisms are helpless at birth and require lots of help from their parents? A. Microorganisms B. multicellular organisms C. altricial organisms D. precocial organisms Answer:
sciq-3526	multiple_choice	The differences in the biomes is due to differences in the what factors?	[ "air quality", "biological", "abiotic", "temperature" ]	C		Relavent Documents: Document 0::: A biome () is a biogeographical unit consisting of a biological community that has formed in response to the physical environment in which they are found and a shared regional climate. Biomes may span more than one continent. Biome is a broader term than habitat and can comprise a variety of habitats. While a biome can cover small areas, a microbiome is a mix of organisms that coexist in a defined space on a much smaller scale. For example, the human microbiome is the collection of bacteria, viruses, and other microorganisms that are present on or in a human body. A biota is the total collection of organisms of a geographic region or a time period, from local geographic scales and instantaneous temporal scales all the way up to whole-planet and whole-timescale spatiotemporal scales. The biotas of the Earth make up the biosphere. Etymology The term was suggested in 1916 by Clements, originally as a synonym for biotic community of Möbius (1877). Later, it gained its current definition, based on earlier concepts of phytophysiognomy, formation and vegetation (used in opposition to flora), with the inclusion of the animal element and the exclusion of the taxonomic element of species composition. In 1935, Tansley added the climatic and soil aspects to the idea, calling it ecosystem. The International Biological Program (1964–74) projects popularized the concept of biome. However, in some contexts, the term biome is used in a different manner. In German literature, particularly in the Walter terminology, the term is used similarly as biotope (a concrete geographical unit), while the biome definition used in this article is used as an international, non-regional, terminology—irrespectively of the continent in which an area is present, it takes the same biome name—and corresponds to his "zonobiome", "orobiome" and "pedobiome" (biomes determined by climate zone, altitude or soil). In Brazilian literature, the term "biome" is sometimes used as synonym of biogeographic pr Document 1::: Ecosystem diversity deals with the variations in ecosystems within a geographical location and its overall impact on human existence and the environment. Ecosystem diversity addresses the combined characteristics of biotic properties (biodiversity) and abiotic properties (geodiversity). It is a variation in the ecosystems found in a region or the variation in ecosystems over the whole planet. Ecological diversity includes the variation in both terrestrial and aquatic ecosystems. Ecological diversity can also take into account the variation in the complexity of a biological community, including the number of different niches, the number of and other ecological processes. An example of ecological diversity on a global scale would be the variation in ecosystems, such as deserts, forests, grasslands, wetlands and oceans. Ecological diversity is the largest scale of biodiversity, and within each ecosystem, there is a great deal of both species and genetic diversity. Impact Diversity in the ecosystem is significant to human existence for a variety of reasons. Ecosystem diversity boosts the availability of oxygen via the process of photosynthesis amongst plant organisms domiciled in the habitat. Diversity in an aquatic environment helps in the purification of water by plant varieties for use by humans. Diversity increases plant varieties which serves as a good source for medicines and herbs for human use. A lack of diversity in the ecosystem produces an opposite result. Examples Some examples of ecosystems that are rich in diversity are: Deserts Forests Large marine ecosystems Marine ecosystems Old-growth forests Rainforests Tundra Coral reefs Marine Ecosystem diversity as a result of evolutionary pressure Ecological diversity around the world can be directly linked to the evolutionary and selective pressures that constrain the diversity outcome of the ecosystems within different niches. Tundras, Rainforests, coral reefs and deciduous forests all are form Document 2::: In ecology, habitat refers to the array of resources, physical and biotic factors that are present in an area, such as to support the survival and reproduction of a particular species. A species habitat can be seen as the physical manifestation of its ecological niche. Thus "habitat" is a species-specific term, fundamentally different from concepts such as environment or vegetation assemblages, for which the term "habitat-type" is more appropriate. The physical factors may include (for example): soil, moisture, range of temperature, and light intensity. Biotic factors include the availability of food and the presence or absence of predators. Every species has particular habitat requirements, with habitat generalist species able to thrive in a wide array of environmental conditions while habitat specialist species requiring a very limited set of factors to survive. The habitat of a species is not necessarily found in a geographical area, it can be the interior of a stem, a rotten log, a rock or a clump of moss; a parasitic organism has as its habitat the body of its host, part of the host's body (such as the digestive tract), or a single cell within the host's body. Habitat types are environmental categorizations of different environments based on the characteristics of a given geographical area, particularly vegetation and climate. Thus habitat types do not refer to a single species but to multiple species living in the same area. For example, terrestrial habitat types include forest, steppe, grassland, semi-arid or desert. Fresh-water habitat types include marshes, streams, rivers, lakes, and ponds; marine habitat types include salt marshes, the coast, the intertidal zone, estuaries, reefs, bays, the open sea, the sea bed, deep water and submarine vents. Habitat types may change over time. Causes of change may include a violent event (such as the eruption of a volcano, an earthquake, a tsunami, a wildfire or a change in oceanic currents); or change may occur mo Document 3::: Ecological classification or ecological typology is the classification of land or water into geographical units that represent variation in one or more ecological features. Traditional approaches focus on geology, topography, biogeography, soils, vegetation, climate conditions, living species, habitats, water resources, and sometimes also anthropic factors. Most approaches pursue the cartographical delineation or regionalisation of distinct areas for mapping and planning. Approaches to classifications Different approaches to ecological classifications have been developed in terrestrial, freshwater and marine disciplines. Traditionally these approaches have focused on biotic components (vegetation classification), abiotic components (environmental approaches) or implied ecological and evolutionary processes (biogeographical approaches). Ecosystem classifications are specific kinds of ecological classifications that consider all four elements of the definition of ecosystems: a biotic component, an abiotic complex, the interactions between and within them, and the physical space they occupy (ecotope). Vegetation classification Vegetation is often used to classify terrestrial ecological units. Vegetation classification can be based on vegetation structure and floristic composition. Classifications based entirely on vegetation structure overlap with land cover mapping categories. Many schemes of vegetation classification are in use by the land, resource and environmental management agencies of different national and state jurisdictions. The International Vegetation Classification (IVC or EcoVeg) has been recently proposed but has not been yet widely adopted. Vegetation classifications have limited use in aquatic systems, since only a handful of freshwater or marine habitats are dominated by plants (e.g. kelp forests or seagrass meadows). Also, some extreme terrestrial environments, like subterranean or cryogenic ecosystems, are not properly described in vegetation c Document 4::: Earth system science (ESS) is the application of systems science to the Earth. In particular, it considers interactions and 'feedbacks', through material and energy fluxes, between the Earth's sub-systems' cycles, processes and "spheres"—atmosphere, hydrosphere, cryosphere, geosphere, pedosphere, lithosphere, biosphere, and even the magnetosphere—as well as the impact of human societies on these components. At its broadest scale, Earth system science brings together researchers across both the natural and social sciences, from fields including ecology, economics, geography, geology, glaciology, meteorology, oceanography, climatology, paleontology, sociology, and space science. Like the broader subject of systems science, Earth system science assumes a holistic view of the dynamic interaction between the Earth's spheres and their many constituent subsystems fluxes and processes, the resulting spatial organization and time evolution of these systems, and their variability, stability and instability. Subsets of Earth System science include systems geology and systems ecology, and many aspects of Earth System science are fundamental to the subjects of physical geography and climate science. Definition The Science Education Resource Center, Carleton College, offers the following description: "Earth System science embraces chemistry, physics, biology, mathematics and applied sciences in transcending disciplinary boundaries to treat the Earth as an integrated system. It seeks a deeper understanding of the physical, chemical, biological and human interactions that determine the past, current and future states of the Earth. Earth System science provides a physical basis for understanding the world in which we live and upon which humankind seeks to achieve sustainability". Earth System science has articulated four overarching, definitive and critically important features of the Earth System, which include: Variability: Many of the Earth System's natural 'modes' and variab The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The differences in the biomes is due to differences in the what factors? A. air quality B. biological C. abiotic D. temperature Answer:
sciq-3311	multiple_choice	Venus rotates slowly in a direction opposite to the direction of what?	[ "its orbit", "the orbit of Mars", "the Earth's orbit", "the sun" ]	A		Relavent Documents: Document 0::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 1::: 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::: Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams. Course content Intended to be equivalent to an introductory college course in mechanics for physics or engineering majors, the course modules are: Kinematics Newton's laws of motion Work, energy and power Systems of particles and linear momentum Circular motion and rotation Oscillations and gravitation. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a Calculus I class. This course is often compared to AP Physics 1: Algebra Based for its similar course material involving kinematics, work, motion, forces, rotation, and oscillations. However, AP Physics 1: Algebra Based lacks concepts found in Calculus I, like derivatives or integrals. This course may be combined with AP Physics C: Electricity and Magnetism to make a unified Physics C course that prepares for both exams. AP test The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution. Registration The AP examination for AP Physics C: Mechanics is separate from the AP examination for AP Physics C: Electricity and Magnetism. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. Format The exam is typically administered on a Monday aftern Document 3::: The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields. Description The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions. The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.” Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers. Current efforts The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo Document 4::: The RMIT (Royal Melbourne Institute of Technology) School of Science is an Australian tertiary education school within the College of Science Engineering and Health of RMIT University. It was created in 2016 from the former schools of Applied Sciences, Computer Science and Information Technology, and Mathematical and Geospatial Sciences. See also RMIT University The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Venus rotates slowly in a direction opposite to the direction of what? A. its orbit B. the orbit of Mars C. the Earth's orbit D. the sun Answer:
sciq-10838	multiple_choice	Binding of acetylcholine to receptors on the muscle fiber leads to a?	[ "conduction", "depolarization", "excitation", "repolarization" ]	B		Relavent Documents: Document 0::: Cholinergic agents are compounds which mimic the action of acetylcholine and/or butyrylcholine. In general, the word "choline" describes the various quaternary ammonium salts containing the N,N,N-trimethylethanolammonium cation. Found in most animal tissues, choline is a primary component of the neurotransmitter acetylcholine and functions with inositol as a basic constituent of lecithin. Choline also prevents fat deposits in the liver and facilitates the movement of fats into cells. The parasympathetic nervous system, which uses acetylcholine almost exclusively to send its messages, is said to be almost entirely cholinergic. Neuromuscular junctions, preganglionic neurons of the sympathetic nervous system, the basal forebrain, and brain stem complexes are also cholinergic, as are the receptor for the merocrine sweat glands. In neuroscience and related fields, the term cholinergic is used in these related contexts: A substance (or ligand) is cholinergic if it is capable of producing, altering, or releasing acetylcholine, or butyrylcholine ("indirect-acting"), or mimicking their behaviours at one or more of the body's acetylcholine receptor ("direct-acting") or butyrylcholine receptor types ("direct-acting"). Such mimics are called parasympathomimetic drugs or cholinomimetic drugs. A receptor is cholinergic if it uses acetylcholine as its neurotransmitter. A synapse is cholinergic if it uses acetylcholine as its neurotransmitter. Cholinergic drug Structure activity relationship for cholinergic drugs A molecule must possess a nitrogen atom capable of bearing a positive charge, preferably a quaternary ammonium salt. For maximum potency, the size of the alkyl groups substituted on the nitrogen should not exceed the size of a methyl group. The molecule should have an oxygen atom, preferably an ester-like oxygen capable of participating in a hydrogen bond. A two-carbon unit should occur between the oxygen atom and the nitrogen atom. There must be two methyl Document 1::: End plate potentials (EPPs) are the voltages which cause depolarization of skeletal muscle fibers caused by neurotransmitters binding to the postsynaptic membrane in the neuromuscular junction. They are called "end plates" because the postsynaptic terminals of muscle fibers have a large, saucer-like appearance. When an action potential reaches the axon terminal of a motor neuron, vesicles carrying neurotransmitters (mostly acetylcholine) are exocytosed and the contents are released into the neuromuscular junction. These neurotransmitters bind to receptors on the postsynaptic membrane and lead to its depolarization. In the absence of an action potential, acetylcholine vesicles spontaneously leak into the neuromuscular junction and cause very small depolarizations in the postsynaptic membrane. This small response (~0.4mV) is called a miniature end plate potential (MEPP) and is generated by one acetylcholine-containing vesicle. It represents the smallest possible depolarization which can be induced in a muscle. Neuromuscular junction The neuromuscular junction is the synapse that is formed between an alpha motor neuron (α-MN) and the skeletal muscle fiber. In order for a muscle to contract, an action potential is first propagated down a nerve until it reaches the axon terminal of the motor neuron. The motor neuron then innervates the muscle fibers to contraction by causing an action potential on the postsynaptic membrane of the neuromuscular junction. Acetylcholine End plate potentials are produced almost entirely by the neurotransmitter acetylcholine in skeletal muscle. Acetylcholine is the second most important excitatory neurotransmitter in the body following glutamate. It controls the somatosensory system which includes the senses of touch, vision, and hearing. It was the first neurotransmitter to be identified in 1914 by Henry Dale. Acetylcholine is synthesized in the cytoplasm of the neuron from choline and acetyl-CoA. Choline acetyltransferase is Document 2::: Motor unit recruitment is the activation of additional motor units to accomplish an increase in contractile strength in a muscle. A motor unit consists of one motor neuron and all of the muscle fibers it stimulates. All muscles consist of a number of motor units and the fibers belonging to a motor unit are dispersed and intermingle amongst fibers of other units. The muscle fibers belonging to one motor unit can be spread throughout part, or most of the entire muscle, depending on the number of fibers and size of the muscle. When a motor neuron is activated, all of the muscle fibers innervated by the motor neuron are stimulated and contract. The activation of one motor neuron will result in a weak but distributed muscle contraction. The activation of more motor neurons will result in more muscle fibers being activated, and therefore a stronger muscle contraction. Motor unit recruitment is a measure of how many motor neurons are activated in a particular muscle, and therefore is a measure of how many muscle fibers of that muscle are activated. The higher the recruitment the stronger the muscle contraction will be. Motor units are generally recruited in order of smallest to largest (smallest motor neurons to largest motor neurons, and thus slow to fast twitch) as contraction increases. This is known as Henneman's size principle. Neuronal mechanism of recruitment Henneman proposed that the mechanism underlying the size principle was that the smaller motor neurons had a smaller surface area and therefore a higher membrane resistance. He predicted that the current generated by an excitatory postsynaptic potential (EPSPs) would result in a higher voltage change (depolarization) across the neuronal membrane of the smaller motor neurons and therefore larger EPSPs in smaller motoneurons. Burke later demonstrated that there was a graded decrease of both EPSP and inhibitory postsynaptic potential (IPSP) amplitudes from small to large motoneurons. This seemed to confirm Hen Document 3::: Chronaxie is the minimum time required for an electric current double the strength of the rheobase to stimulate a muscle or a neuron. Rheobase is the lowest intensity with indefinite pulse duration which just stimulated muscles or nerves. Chronaxie is dependent on the density of voltage-gated sodium channels in the cell, which affect that cell’s excitability. Chronaxie varies across different types of tissue: fast-twitch muscles have a lower chronaxie, slow-twitch muscles have a higher one. Chronaxie is the tissue-excitability parameter that permits choice of the optimum stimulus pulse duration for stimulation of any excitable tissue. Chronaxie (c) is the Lapicque descriptor of the stimulus pulse duration for a current of twice rheobasic (b) strength, which is the threshold current for an infinitely long-duration stimulus pulse. Lapicque showed that these two quantities (c,b) define the strength-duration curve for current: I = b(1+c/d), where d is the pulse duration. However, there are two other electrical parameters used to describe a stimulus: energy and charge. The minimum energy occurs with a pulse duration equal to chronaxie. Minimum charge (bc) occurs with an infinitely short-duration pulse. Choice of a pulse duration equal to 10c requires a current of only 10% above rheobase (b). Choice of a pulse duration of 0.1c requires a charge of 10% above the minimum charge (bc). History The terms chronaxie and rheobase were first coined in Louis Lapicque’s famous paper on Définition expérimentale de l’excitabilité that was published in 1909. The above I(d) curve is usually attributed to Weiss (1901) - see e.g. (Rattay 1990). It is the most simplistic of the 2 'simple' mathematical descriptors of the dependence of current strength on duration, and it leads to Weiss' linear charge progression with d: Both Lapicque's own writings and more recent work are at odds with the linear-charge approximation. Already in 1907 Lapicque was using a linear first-order approximation Document 4::: The adequate stimulus is a property of a sensory receptor that determines the type of energy to which a sensory receptor responds with the initiation of sensory transduction. Sensory receptor are specialized to respond to certain types of stimuli. The adequate stimulus is the amount and type of energy required to stimulate a specific sensory organ. Many of the sensory stimuli are categorized by the mechanics by which they are able to function and their purpose. Sensory receptors that are present within the body typically are made to respond to a single stimulus. Sensory receptors are present all throughout the body, and they take a certain amount of a stimulus to trigger these receptors. The use of these sensory receptors allows the brain to interpret the signals to the body which allow a person to respond to the stimulus if the stimulus reaches a minimum threshold to signal the brain. The sensory receptors will activate the sensory transduction system which will in turn send an electrical or chemical stimulus to a cell, and the cell will then respond with electrical signals to the brain which were produced from action potentials. The minuscule signals, which result from the stimuli, enter the cells must be amplified and turned into an sufficient signal that will be sent to the brain. A sensory receptor's adequate stimulus is determined by the signal transduction mechanisms and ion channels incorporated in the sensory receptor's plasma membrane. Adequate stimulus are often used in relation with sensory thresholds and absolute thresholds to describe the smallest amount of a stimulus needed to activate a feeling within the sensory organ. Categorizations of receptors They are categorized through the stimuli to which they respond. Adequate stimulus are also often categorized based on their purpose and locations within the body. The following are the categorizations of receptors within the body: Visual – These are found in the visual organs of species and are respon The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Binding of acetylcholine to receptors on the muscle fiber leads to a? A. conduction B. depolarization C. excitation D. repolarization Answer:
sciq-646	multiple_choice	Because dizygotic twins develop from two eggs fertilized by two sperm, they are no more identical than siblings born at what?	[ "different times", "different places", "other eras", "other times of day" ]	A		Relavent Documents: Document 0::: Twins are two offspring produced by the same pregnancy. Twins can be either monozygotic ('identical'), meaning that they develop from one zygote, which splits and forms two embryos, or dizygotic ('non-identical' or 'fraternal'), meaning that each twin develops from a separate egg and each egg is fertilized by its own sperm cell. Since identical twins develop from one zygote, they will share the same sex, while fraternal twins may or may not. In very rare cases twins can have the same mother and different fathers (heteropaternal superfecundation). In contrast, a fetus that develops alone in the womb (the much more common case, in humans) is called a singleton, and the general term for one offspring of a multiple birth is a multiple. Unrelated look-alikes whose resemblance parallels that of twins are referred to as doppelgängers. Statistics The human twin birth rate in the United States rose 76% from 1980 through 2009, from 9.4 to 16.7 twin sets (18.8 to 33.3 twins) per 1,000 births. The Yoruba people have the highest rate of twinning in the world, at 45–50 twin sets (90–100 twins) per 1,000 live births, possibly because of high consumption of a specific type of yam containing a natural phytoestrogen which may stimulate the ovaries to release an egg from each side. In Central Africa, there are 18–30 twin sets (or 36–60 twins) per 1,000 live births. In South America, South Asia (India, Pakistan, Bangladesh, Nepal), and Southeast Asia, the lowest rates are found; only 6 to 9 twin sets per 1,000 live births. North America and Europe have intermediate rates of 9 to 16 twin sets per 1,000 live births. Multiple pregnancies are much less likely to carry to full term than single births, with twin pregnancies lasting on average 37 weeks, three weeks less than full term. Women who have a family history of fraternal twins have a higher chance of producing fraternal twins themselves, as there is a genetically linked tendency to hyper-ovulate. There is no known genetic link f Document 1::: A twin registry is a database of information about both identical twins and fraternal twins, which is often maintained by an academic institution, such as a university, or by other research institutions. Investigative use The use of twins can improve the statistical power of a genetic study by reducing the amount of genetic and/or environmental variability. "Identical twins" (monozygotic (MZ) twins) share virtually all their genes with each other, and "fraternal twins" (dizygotic (DZ) twins), on average, share about 50% of their genes with each other (about the same amount of sharing as non-twin siblings). Both types of twin pairs in twin registries almost always share similar prenatal and early childhood environments as well. By determining what are called "concordance" rates for a disease or trait among identical and fraternal twin pairs, researchers can estimate whether contributing factors for that disease or trait are more likely to be hereditary, environmental, or some combination of these. A concordance rate is a statistical measure of probability - if one twin has a specific trait or disease, what is the probability that the other twin has (or will develop) that same trait or disease. In addition, with structural equation modeling and multivariate analyses of twin data, researchers can offer estimates of the extent to which allelic variants and environment may influence phenotypic traits. Where maintained Some twin registries seek to cover all twins in an entire country, including Sweden, Denmark, Norway, Finland, Australia, Sri Lanka and the United Kingdom. The Swedish Twin Registry is the largest twin database in the world, with approximately 85,000 twin pairs. Other twin registries cover a more limited geographic scope and are maintained by researchers at academic institutions, such as the Michigan State University Twin Registry, a registry of twins produced by researchers at Michigan State University, the Washington State Twin Registry, a registry Document 2::: In genetics, concordance is the probability that a pair of individuals will both have a certain characteristic (phenotypic trait) given that one of the pair has the characteristic. Concordance can be measured with concordance rates, reflecting the odds of one person having the trait if the other does. Important clinical examples include the chance of offspring having a certain disease if the mother has it, if the father has it, or if both parents have it. Concordance among siblings is similarly of interest: what are the odds of a subsequent offspring having the disease if an older child does? In research, concordance is often discussed in the context of both members of a pair of twins. Twins are concordant when both have or both lack a given trait. The ideal example of concordance is that of identical twins, because the genome is the same, an equivalence that helps in discovering causation via deconfounding, regarding genetic effects versus epigenetic and environmental effects (nature versus nurture). In contrast, discordance occurs when a similar trait is not shared by the persons. Studies of twins have shown that genetic traits of monozygotic twins are fully concordant, whereas in dizygotic twins, half of genetic traits are concordant, while the other half are discordant. Discordant rates that are higher than concordant rates express the influence of the environment on twin traits. Studies A twin study compares the concordance rate of identical twins to that of fraternal twins. This can help suggest whether a disease or a certain trait has a genetic cause. Controversial uses of twin data have looked at concordance rates for homosexuality and intelligence. Other studies have involved looking at the genetic and environmental factors that can lead to increased LDL in women twins. Because identical twins are genetically virtually identical, it follows that a genetic pattern carried by one would very likely also be carried by the other. If a characteristic ident Document 3::: Monochorionic twins are monozygotic (identical) twins that share the same placenta. If the placenta is shared by more than two twins (see multiple birth), these are monochorionic multiples. Monochorionic twins occur in 0.3% of all pregnancies. Seventy-five percent of monozygotic twin pregnancies are monochorionic; the remaining 25% are dichorionic diamniotic. If the placenta divides, this takes place before the third day after fertilization. Amniocity and zygosity Monochorionic twins generally have two amniotic sacs (called Monochorionic-Diamniotic "MoDi"), but sometimes, in the case of monoamniotic twins (Monochorionic-Monoamniotic "MoMo"), they also share the same amniotic sac. Monoamniotic twins occur when the split takes place after the ninth day after fertilization. Monoamniotic twins are always monozygotic (identical twins). Monochorionic-Diamniotic twins are almost always monozygotic, with a few exceptions where the blastocysts have fused. Diagnosis By performing an obstetric ultrasound at a gestational age of 10–14 weeks, monochorionic-diamniotic twins are discerned from dichorionic twins. The presence of a "T-sign" at the inter-twin membrane-placental junction is indicative of monochorionic-diamniotic twins (that is, the junction between the inter-twin membrane and the external rim forms a right angle), whereas dichorionic twins present with a "lambda (λ) sign" (that is, the chorion forms a wedge-shaped protrusion into the inter-twin space, creating a rather curved junction). The "lambda sign" is also called the "twin peak sign". At ultrasound at a gestational age of 16–20 weeks, the "lambda sign" is indicative of dichorionicity but its absence does not exclude it. In contrast, the placentas may be overlapping for dichorionic twins, making it hard to distinguish them, making it difficult to discern mono- or dichorionic twins on solely the appearance of the placentas on ultrasound. Complications In addition to a shared placenta, monochorionic twins Document 4::: Nondisjunction is the failure of homologous chromosomes or sister chromatids to separate properly during cell division (mitosis/meiosis). There are three forms of nondisjunction: failure of a pair of homologous chromosomes to separate in meiosis I, failure of sister chromatids to separate during meiosis II, and failure of sister chromatids to separate during mitosis. Nondisjunction results in daughter cells with abnormal chromosome numbers (aneuploidy). Calvin Bridges and Thomas Hunt Morgan are credited with discovering nondisjunction in Drosophila melanogaster sex chromosomes in the spring of 1910, while working in the Zoological Laboratory of Columbia University. Types In general, nondisjunction can occur in any form of cell division that involves ordered distribution of chromosomal material. Higher animals have three distinct forms of such cell divisions: Meiosis I and meiosis II are specialized forms of cell division occurring during generation of gametes (eggs and sperm) for sexual reproduction, mitosis is the form of cell division used by all other cells of the body. Meiosis II Ovulated eggs become arrested in metaphase II until fertilization triggers the second meiotic division. Similar to the segregation events of mitosis, the pairs of sister chromatids resulting from the separation of bivalents in meiosis I are further separated in anaphase of meiosis II. In oocytes, one sister chromatid is segregated into the second polar body, while the other stays inside the egg. During spermatogenesis, each meiotic division is symmetric such that each primary spermatocyte gives rise to 2 secondary spermatocytes after meiosis I, and eventually 4 spermatids after meiosis II. Meiosis II-nondisjunction may also result in aneuploidy syndromes, but only to a much smaller extent than do segregation failures in meiosis I. Mitosis Division of somatic cells through mitosis is preceded by replication of the genetic material in S phase. As a result, each chromosome consists The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Because dizygotic twins develop from two eggs fertilized by two sperm, they are no more identical than siblings born at what? A. different times B. different places C. other eras D. other times of day Answer:
scienceQA-11531	multiple_choice	Select the invertebrate.	[ "black howler", "red-eyed tree frog", "painted stork", "yellow jacket" ]	D	A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton. A black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone. A red-eyed tree frog is an amphibian. Like other amphibians, a red-eyed tree frog is a vertebrate. It has a backbone. A painted stork is a bird. Like other birds, a painted stork is a vertebrate. It has a backbone.	Relavent Documents: Document 0::: International Society for Invertebrate Morphology (ISIM) was founded during the 1st International Congress on Invertebrate Morphology, in Copenhagen, August 2008. The objectives of the society are to promote international collaboration and provide educational opportunities and training on invertebrate morphology, and to organize and promote the international congresses of invertebrate morphology, international meetings and other forms of scientific exchange. The ISIM has its own Constitution ISIM board 2014-2017 Gerhard Scholtz (President) Institute of Biology, Humboldt-Universität zu Berlin, Germany. https://www.biologie.hu-berlin.de/de/gruppenseiten/compzool/people/gerhard_scholtz_page Natalia Biserova (President-Elect) Moscow State University, Moscow, Russia. Gonzalo Giribet (Past-President) Museum of Comparative Zoology, Harvard University, Cambridge, MA, USA. Julia Sigwart (Secretary) Katrina Worsaae (Treasurer) Greg Edgecombe (2nd term) Andreas Hejnol (2nd term) Sally Leys (2nd term) Fernando Pardos (2nd term) Katharina Jörger (1st term) Marymegan Daly (1st term) Georg Mayer (1st term) ISIM board 2017-2020 Natalia Biserova (President), Lomonosov Moscow State University, Moscow, Russian Federation http://invert.bio.msu.ru/en/staff-en/33-biserova-en . Andreas Wanninger (President-elect), Department of Integrative Zoology, University of Vienna, Vienna, Austria. Gerhard Scholtz (Past-president), Department of Biology, Humboldt-Universität zu Berlin, Germany. Julia Sigwart (Secretary), School of Biological Sciences, Queen's University Belfast, UK. Katrine Worsaae (Treasurer), Department of Biology, University of Copenhagen, Copenhagen, Denmark. Advisory Council: Ariel Chipman (Israel) D. Bruce Conn (USA) Conrad Helm (Germany) Xiaoya Ma (UK) Pedro Martinez (Spain) Ana Riesgo (Spain) Nadezhda Rimskaya-Korsakova (Russia) Elected 23-08-2017, Moscow Former meetings ICIM 1 (2008) University of Copenhagen, Denmark ICIM 2 (2011) H Document 1::: Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology. Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago. Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad Document 2::: Vertebrate zoology is the biological discipline that consists of the study of Vertebrate animals, i.e., animals with a backbone, such as fish, amphibians, reptiles, birds and mammals. Many natural history museums have departments named Vertebrate Zoology. In some cases whole museums bear this name, e.g. the Museum of Vertebrate Zoology at the University of California, Berkeley. Subdivisions This subdivision of zoology has many further subdivisions, including: Ichthyology - the study of fishes. Mammalogy - the study of mammals. Chiropterology - the study of bats. Primatology - the study of primates. Ornithology - the study of birds. Herpetology - the study of reptiles. Batrachology - the study of amphibians. These divisions are sometimes further divided into more specific specialties. Document 3::: Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology. Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture. By common name List of animal names (male, female, young, and group) By aspect List of common household pests List of animal sounds List of animals by number of neurons By domestication List of domesticated animals By eating behaviour List of herbivorous animals List of omnivores List of carnivores By endangered status IUCN Red List endangered species (Animalia) United States Fish and Wildlife Service list of endangered species By extinction List of extinct animals List of extinct birds List of extinct mammals List of extinct cetaceans List of extinct butterflies By region Lists of amphibians by region Lists of birds by region Lists of mammals by region Lists of reptiles by region By individual (real or fictional) Real Lists of snakes List of individual cats List of oldest cats List of giant squids List of individual elephants List of historical horses List of leading Thoroughbred racehorses List of individual apes List of individual bears List of giant pandas List of individual birds List of individual bovines List of individual cetaceans List of individual dogs List of oldest dogs List of individual monkeys List of individual pigs List of w Document 4::: This is a list of scientific journals which cover the field of zoology. A Acta Entomologica Musei Nationalis Pragae Acta Zoologica Academiae Scientiarum Hungaricae Acta Zoologica Bulgarica Acta Zoológica Mexicana Acta Zoologica: Morphology and Evolution African Entomology African Invertebrates African Journal of Herpetology African Zoology Alces American Journal of Primatology Animal Biology, formerly Netherlands Journal of Zoology Animal Cognition Arctic Australian Journal of Zoology Australian Mammalogy B Bulgarian Journal of Agricultural Science Bulletin of the American Museum of Natural History C Canadian Journal of Zoology Caribbean Herpetology Central European Journal of Biology Contributions to Zoology Copeia Crustaceana E Environmental Biology of Fishes F Frontiers in Zoology H Herpetological Monographs I Integrative and Comparative Biology, formerly American Zoologist International Journal of Acarology International Journal of Primatology J M Malacologia N North-Western Journal of Zoology P Physiological and Biochemical Zoology R Raffles Bulletin of Zoology Rangifer Russian Journal of Nematology V The Veliger W Worm Runner's Digest Z See also List of biology journals List of ornithology journals List of entomology journals Lists of academic journals Zoology-related lists The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the invertebrate. A. black howler B. red-eyed tree frog C. painted stork D. yellow jacket Answer:
sciq-564	multiple_choice	What is the name for a biologist who studies fungi?	[ "egyptologists", "mycologists", "oncologists", "musicologists" ]	B		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 Westerdijk Institute, or Westerdijk Fungal Biodiversity Institute, is part of the Royal Netherlands Academy of Arts and Sciences. The institute was renamed on 10 February 2017, after Johanna Westerdijk, the first female professor in the Netherlands and director of the institute from 1907 to 1958. The former name of the institute was CBS-KNAW Fungal Biodiversity Centre or Centraalbureau voor Schimmelcultures (Central Bureau of Fungal Cultures in English). Despite the name change the collection maintained by the institute remains the CBS collections and the use of CBS numbers for the strains continues. The institute is located in Utrecht Science Park, a suburb of Utrecht. Before it had been located between offices at the university in Delft and in Baarn. CBS was established in 1904 as a collection of living fungi and algae at the Eleventh International Botanical Congress in Vienna. Since 2002 Pedro Willem Crous has been director of CBS as the successor of Dirk van der Mei. Since its inception the institute has built one of the world's largest collections of fungi, yeasts and bacteria. The collection serves as an International standard for microbiologists, ecologists and geneticists. The institute is roughly divided into two parts: Collection Management and Research. Researchers carry out investigations in taxonomy (biology) and evolutionary biology of fungi, ecological and genomic issues are often involved. The institute also acts as a centre of expertise for questions related to fungi, yeasts and bacteria from scientists, business, government and the public. The institute also organises courses in general mycology, medical mycology, mycology relating to food and to the built environment. The CBS collection has been recognised as a repository of proprietary molds, yeasts and bacteria. The Institute carries out identifications of microorganisms for third parties and advises on problems caused by fungi and yeasts. Presently there are eight research groups: Ap Document 2::: A microbiologist (from Greek ) is a scientist who studies microscopic life forms and processes. This includes study of the growth, interactions and characteristics of microscopic organisms such as bacteria, algae, fungi, and some types of parasites and their vectors. Most microbiologists work in offices and/or research facilities, both in private biotechnology companies and in academia. Most microbiologists specialize in a given topic within microbiology such as bacteriology, parasitology, virology, or immunology. Duties Microbiologists generally work in some way to increase scientific knowledge or to utilise that knowledge in a way that improves outcomes in medicine or some industry. For many microbiologists, this work includes planning and conducting experimental research projects in some kind of laboratory setting. Others may have a more administrative role, supervising scientists and evaluating their results. Microbiologists working in the medical field, such as clinical microbiologists, may see patients or patient samples and do various tests to detect disease-causing organisms. For microbiologists working in academia, duties include performing research in an academic laboratory, writing grant proposals to fund research, as well as some amount of teaching and designing courses. Microbiologists in industry roles may have similar duties except research is performed in industrial labs in order to develop or improve commercial products and processes. Industry jobs may also not include some degree of sales and marketing work, as well as regulatory compliance duties. Microbiologists working in government may have a variety of duties, including laboratory research, writing and advising, developing and reviewing regulatory processes, and overseeing grants offered to outside institutions. Some microbiologists work in the field of patent law, either with national patent offices or private law practices. Her duties include research and navigation of intellectual proper Document 3::: The Biological Society of Pakistan is an organization in Pakistan which is engaged in the promotion of learning and research of biology in the region. The Biological Society of Pakistan has been acknowledged at global scale in terms of contribution in classical as well as in emerging modern technological aspects of the biological sciences. Its members mainly consist of those interested in the biological sciences. Introduction The Biological Society of Pakistan was founded in 1949 under the auspices of the Pakistan Association for the Advancement of Science by a group of biologists mainly stationed at Lahore, Pakistan at the zoology and botany departments of Government College, Lahore, and as well as those at Punjab University, Lahore. The botany and zoology departments of Punjab University and of Government College, Lahore were housed at that time in one building that belonged to Government College, Lahore and were known as Biological Laboratories, Government College, Lahore, Pakistan. Objectives The society was started with a charter having the following objectives: The society shall be called Biological Society of Pakistan. The headquarters of the society shall be located in Biological Laboratories of Government College, Lahore, Pakistan. The object of the society shall be promotion of the cause of biological sciences in Pakistan. The society shall try to realize these objectives by: The publication of the journal to be called Pakistan Journal of Biology. Holding meetings, seminars and congresses to discuss biological problems. Creating facilities for original research in biological sciences. This society with the above charter was registered under Societies Act XXI of 1860 of the Punjab on 10 April 1955. A total of 142 scientists from all over Pakistan were enrolled initially. Management Mian Afzal Hussain was elected as the first president with Dr. Nazir Ahmad as secretary and Mr. Sher Ahmad Lodhi as its treasurer. This society was mainly concerned Document 4::: Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research. Americas Human Biology major at Stanford University, Palo Alto (since 1970) Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government. Human and Social Biology (Caribbean) Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment. Human Biology Program at University of Toronto The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications. Asia BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002) BSc (honours) Human Biology at AIIMS (New The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the name for a biologist who studies fungi? A. egyptologists B. mycologists C. oncologists D. musicologists Answer:
sciq-6323	multiple_choice	Which ocean zone is the narrow strip along a coastline that is covered by water at high tide and exposed to air at low tide?	[ "deep zone", "miniscule zone", "calcareous zone", "intertidal zone" ]	D		Relavent Documents: Document 0::: The intertidal zone or foreshore is the area above water level at low tide and underwater at high tide: in other words, the part of the littoral zone within the tidal range. This area can include several types of habitats with various species of life, such as seastars, sea urchins, and many species of coral with regional differences in biodiversity. Sometimes it is referred to as the littoral zone or seashore, although those can be defined as a wider region. The well-known area also includes steep rocky cliffs, sandy beaches, bogs or wetlands (e.g., vast mudflats). The area can be a narrow strip, as in Pacific islands that have only a narrow tidal range, or can include many meters of shoreline where shallow beach slopes interact with high tidal excursion. The peritidal zone is similar but somewhat wider, extending from above the highest tide level to below the lowest. Organisms in the intertidal zone are adapted to an environment of harsh extremes, living in water pressure with the potential of reaching 5,580 pounds per square inch. The intertidal zone is also home to several species from different phyla (Porifera, Annelida, Coelenterata, Mollusca, Arthropoda, etc.). Water is available regularly with the tides that can vary from brackish waters, fresh with rain, to highly saline and dry salt, with drying between tidal inundations. Wave splash can dislodge residents from the littoral zone. With the intertidal zone's high exposure to sunlight, the temperature can range from very hot with full sunshine to near freezing in colder climates. Some microclimates in the littoral zone are moderated by local features and larger plants such as mangroves. Adaptation in the littoral zone allows the use of nutrients supplied in high volume on a regular basis from the sea, which is actively moved to the zone by tides. Edges of habitats, in this case land and sea, are themselves often significant ecologies, and the littoral zone is a prime example. A typical rocky shore can be di Document 1::: The oceanic zone is typically defined as the area of the ocean lying beyond the continental shelf (e.g. the neritic zone), but operationally is often referred to as beginning where the water depths drop to below , seaward from the coast into the open ocean with its pelagic zone. It is the region of open sea beyond the edge of the continental shelf and includes 65% of the ocean's completely open water. The oceanic zone has a wide array of undersea terrain, including trenches that are often deeper than Mount Everest is tall, as well as deep-sea volcanoes and basins. While it is often difficult for life to sustain itself in this type of environment, many species have adapted and do thrive in the oceanic zone. The open ocean is vertically divided into four zones: the sunlight zone, twilight zone, midnight zone, and abyssal zone. Sub zones The Mesopelagic (disphotic) zone, which is where only small amounts of light penetrate, lies below the Epipelagic zone. This zone is often referred to as the "Twilight Zone" due to its scarce amount of light. Temperatures in the Mesopelagic zone range from . The pressure is higher here, it can be up to and increases with depth. 54% of the ocean lies in the Bathypelagic (aphotic) zone into which no light penetrates. This is also called the midnight zone and the deep ocean. Due to the complete lack of sunlight, photosynthesis cannot occur and the only light source is bioluminescence. Water pressure is very intense and the temperatures are near freezing (range ). Marine life Oceanographers have divided the ocean into zones based on how far light reaches. All of the light zones can be found in the oceanic zone. The epipelagic zone is the one closest to the surface and is the best lit. It extends to 100 meters and contains both phytoplankton and zooplankton that can support larger organisms like marine mammals and some types of fish. Past 100 meters, not enough light penetrates the water to support life, and no plant life exists. T Document 2::: The littoral zone, also called litoral or nearshore, is the part of a sea, lake, or river that is close to the shore. In coastal ecology, the littoral zone includes the intertidal zone extending from the high water mark (which is rarely inundated), to coastal areas that are permanently submerged — known as the foreshore — and the terms are often used interchangeably. However, the geographical meaning of littoral zone extends well beyond the intertidal zone to include all neritic waters within the bounds of continental shelves. Etymology The word littoral may be used both as a noun and as an adjective. It derives from the Latin noun litus, litoris, meaning "shore". (The doubled t is a late-medieval innovation, and the word is sometimes seen in the more classical-looking spelling litoral.) Description The term has no single definition. What is regarded as the full extent of the littoral zone, and the way the littoral zone is divided into subregions, varies in different contexts. For lakes, the littoral zone is the nearshore habitat where photosynthetically active radiation penetrates to the lake bottom in sufficient quantities to support photosynthesis. The use of the term also varies from one part of the world to another, and between different disciplines. For example, military commanders speak of the littoral in ways that are quite different from the definition used by marine biologists. The adjacency of water gives a number of distinctive characteristics to littoral regions. The erosive power of water results in particular types of landforms, such as sand dunes, and estuaries. The natural movement of the littoral along the coast is called the littoral drift. Biologically, the ready availability of water enables a greater variety of plant and animal life, and particularly the formation of extensive wetlands. In addition, the additional local humidity due to evaporation usually creates a microclimate supporting unique types of organisms. In oceanography and marin Document 3::: The bathypelagic zone or bathyal zone (from Greek βαθύς (bathýs), deep) is the part of the open ocean that extends from a depth of below the ocean surface. It lies between the mesopelagic above and the abyssopelagic below. The bathypelagic is also known as the midnight zone because of the lack of sunlight; this feature does not allow for photosynthesis-driven primary production, preventing growth of phytoplankton or aquatic plants. Although larger by volume than the photic zone, human knowledge of the bathypelagic zone remains limited by ability to explore the deep ocean. Physical characteristics The bathypelagic zone is characterized by a nearly constant temperature of approximately and a salinity range of 33-35 g/kg. This region has little to no light because sunlight does not reach this deep in the ocean and bioluminescence is limited. The hydrostatic pressure in this zone ranges from 100-400 atmospheres (atm) due to the increase of 1 atm for every 10 m depth. It is believed that these conditions have been consistent for the past 8000 years. This ocean depth spans from the edge of the continental shelf down to the top of the abyssal zone, and along continental slope depths. The bathymetry of the bathypelagic zone consists of limited areas where the seafloor is in this depth range along the deepest parts of the continental margins, as well as seamounts and mid-ocean ridges. The continental slopes are mostly made up of accumulated sediment, while seamounts and mid-ocean ridges contain large areas of hard substrate that provide habitats for bathypelagic fishes and benthic invertebrates. Although currents at these depths are very slow, the topography of seamounts interrupts the currents and creates eddies that retain plankton in the seamount region, thus increasing fauna nearby as well Hydrothermal vents are also a common feature in some areas of the bathypelagic zone and are primarily formed from the spreading of Earth's tectonic plates at mid-ocean ridges. A Document 4::: The mesopelagic zone (Greek μέσον, middle), also known as the middle pelagic or twilight zone, is the part of the pelagic zone that lies between the photic epipelagic and the aphotic bathypelagic zones. It is defined by light, and begins at the depth where only 1% of incident light reaches and ends where there is no light; the depths of this zone are between approximately 200 to 1,000 meters (~656 to 3,280 feet) below the ocean surface. The mesopelagic zone occupies about 60% of the planet's surface and about 20% of the ocean's volume, amounting to a large part of the total biosphere. It hosts a diverse biological community that includes bristlemouths, blobfish, bioluminescent jellyfish, giant squid, and a myriad of other unique organisms adapted to live in a low-light environment. It has long captivated the imagination of scientists, artists and writers; deep sea creatures are prominent in popular culture. Physical conditions The mesopelagic zone includes the region of sharp changes in temperature, salinity and density called the thermocline, halocline, and pycnocline respectively. The temperature variations are large; from over 20 °C (68 °F) at the upper layers to around 4 °C (39 °F) at the boundary with the bathyal zone. The variation in salinity is smaller, typically between 34.5 and 35 psu. The density ranges from 1023 to 1027 g/L of seawater. These changes in temperature, salinity, and density induce stratification which create ocean layers. These different water masses affect gradients and mixing of nutrients and dissolved gasses. This makes this a dynamic zone. The mesopelagic zone has some unique acoustic features. The Sound Fixing and Ranging (SOFAR) channel, where sound travels the slowest due to salinity and temperature variations, is located at the base of the mesopelagic zone at about 600-1,200m. It is a wave-guided zone where sound waves refract within the layer and propagate long distances. The channel got its name during World War II when The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which ocean zone is the narrow strip along a coastline that is covered by water at high tide and exposed to air at low tide? A. deep zone B. miniscule zone C. calcareous zone D. intertidal zone Answer:
scienceQA-891	multiple_choice	Select the fish.	[ "humpback whale", "piranha", "zebra", "gharial" ]	B	A gharial is a reptile. It has scaly, waterproof skin. Gharials are a type of crocodile. Gharials live near rivers and eat fish. A zebra is a mammal. It has hair and feeds its young milk. Zebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark. A humpback whale is a mammal. It has hair and feeds its young milk. Whales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth. A piranha is a fish. It lives underwater. It has fins, not limbs. Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.	Relavent Documents: Document 0::: 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::: 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::: 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 3::: AquaMaps is a collaborative project with the aim of producing computer-generated (and ultimately, expert reviewed) predicted global distribution maps for marine species on a 0.5 x 0.5 degree grid of the oceans based on data available through online species databases such as FishBase and SeaLifeBase and species occurrence records from OBIS or GBIF and using an environmental envelope model (see niche modelling) in conjunction with expert input. The underlying model represents a modified version of the relative environmental suitability (RES) model developed by Kristin Kaschner to generate global predictions of marine mammal occurrences. According to the AquaMaps website in August 2013, the project held standardized distribution maps for over 17,300 species of fishes, marine mammals and invertebrates. The project is also expanding to incorporate freshwater species, with more than 600 biodiversity maps for freshwater fishes of the Americas available as at November 2009. AquaMaps predictions have been validated successfully for a number of species using independent data sets and the model was shown to perform equally well or better than other standard species distribution models, when faced with the currently existing suboptimal input data sets. In addition to displaying individual maps per species, AquaMaps provides tools to generate species richness maps by higher taxon, plus a spatial search for all species overlapping a specified grid square. There is also the facility to create custom maps for any species via the web by modifying the input parameters and re-running the map generating algorithm in real time, and a variety of other tools including the investigation of effects of climate change on species distributions (see relevant section of the AquaMaps search page). Coordination The project is coordinated by Dr Rainer Froese of IFM-GEOMAR and involves contributions from other research institutes including the Evolutionary Biology and Ecology Lab, Albert-Ludwigs Document 4::: The China Zebrafish Resource Center (CZRC) is a non-profit organization located in 7 Donghu South Road, Wuhan, Focusing mainly on zebrafish resources. It was established in the Institute of Hydrobiology, Chinese Academy of Sciences, in October 2012, currently headed by the Board Chairman Meng Anming. Introduction CZRC is a non-profit organization jointly supported by the Ministry of Science and Technology of China, and the Chinese Academy of Sciences. CZRC mainly focuses on collecting the existing zebrafish resources, developing new lines and technology, with the purpose to provide resource, technical and informatic support for Chinese and overseas colleagues. Board of directors Honorary Board Chairman: Zhu Zuoyan Board Chairman: Meng Anming Board Secretary-General and Director: Sun Yonghua The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the fish. A. humpback whale B. piranha C. zebra D. gharial Answer:
sciq-11304	multiple_choice	In plants, a cell plate is formed during cell cytokinesis by golgi vesicles fusing at the what?	[ "mitosis plate", "tectonic plate", "metaphase plate", "chromosomes plate" ]	C		Relavent Documents: Document 0::: In cell biology, the cleavage furrow is the indentation of the cell's surface that begins the progression of cleavage, by which animal and some algal cells undergo cytokinesis, the final splitting of the membrane, in the process of cell division. The same proteins responsible for muscle contraction, actin and myosin, begin the process of forming the cleavage furrow, creating an actomyosin ring. Other cytoskeletal proteins and actin binding proteins are involved in the procedure. Mechanism Plant cells do not perform cytokinesis through this exact method but the two procedures are not totally different. Animal cells form an actin-myosin contractile ring within the equatorial region of the cell membrane that constricts to form the cleavage furrow. In plant cells, Golgi vesicle secretions form a cell plate or septum on the equatorial plane of the cell wall by the action of microtubules of the phragmoplast. The cleavage furrow in animal cells and the phragmoplast in plant cells are complex structures made up of microtubules and microfilaments that aide in the final separation of the cells into two identical daughter cells. Cell cycle The cell cycle begins with interphase when the DNA replicates, the cell grows and prepares to enter mitosis. Mitosis includes four phases: prophase, metaphase, anaphase, and telophase. Prophase is the initial phase when spindle fibers appear that function to move the chromosomes toward opposite poles. This spindle apparatus consists of microtubules, microfilaments and a complex network of various proteins. During metaphase, the chromosomes line up using the spindle apparatus in the middle of the cell along the equatorial plate. The chromosomes move to opposite poles during anaphase and remain attached to the spindle fibers by their centromeres. Animal cell cleavage furrow formation is caused by a ring of actin microfilaments called the contractile ring, which forms during early anaphase. Myosin is present in the region of the contracti Document 1::: The phragmosome is a sheet of cytoplasm forming in highly vacuolated plant cells in preparation for mitosis. In contrast to animal cells, plant cells often contain large central vacuoles occupying up to 90% of the total cell volume and pushing the nucleus against the cell wall. In order for mitosis to occur, the nucleus has to move into the center of the cell. This happens during G2 phase of the cell cycle. Initially, cytoplasmic strands form that penetrate the central vacuole and provide pathways for nuclear migration. Actin filaments along these cytoplasmic strands pull the nucleus into the center of the cell. These cytoplasmic strands fuse into a transverse sheet of cytoplasm along the plane of future cell division, forming the phragmosome. Phragmosome formation is only clearly visible in dividing plant cells that are highly vacuolated. Just before mitosis, a dense band of microtubules appears around the phragmosome and the future division plane just below the plasma membrane. This preprophase band marks the equatorial plane of the future mitotic spindle as well as the future fusion sites for the new cell plate with the existing cell wall. It disappears as soon as the nuclear envelope breaks down and the mitotic spindle forms. When mitosis is completed, the cell plate and new cell wall form starting from the center along the plane occupied by the phragmosome. The cell plate grows outwards until it fuses with the cell wall of the dividing cell at exactly the spots predicted by the preprophase band. Document 2::: This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year. Lecturers Source: ASCB See also List of biology awards Document 3::: Cell mechanics is a sub-field of biophysics that focuses on the mechanical properties and behavior of living cells and how it relates to cell function. It encompasses aspects of cell biophysics, biomechanics, soft matter physics and rheology, mechanobiology and cell biology. Eukaryotic Eukaryotic cells are cells that consist of membrane-bound organelles, a membrane-bound nucleus, and more than one linear chromosome. Being much more complex than prokaryotic cells, cells without a true nucleus, eukaryotes must protect its organelles from outside forces. Plant Plant cell mechanics combines principles of biomechanics and mechanobiology to investigate the growth and shaping of the plant cells. Plant cells, similar to animal cells, respond to externally applied forces, such as by reorganization of their cytoskeletal network. The presence of a considerably rigid extracellular matrix, the cell wall, however, bestows the plant cells with a set of particular properties. Mainly, the growth of plant cells is controlled by the mechanics and chemical composition of the cell wall. A major part of research in plant cell mechanics is put toward the measurement and modeling of the cell wall mechanics to understand how modification of its composition and mechanical properties affects the cell function, growth and morphogenesis. Animal Because animal cells do not have cell walls to protect them like plant cells, they require other specialized structures to sustain external mechanical forces. All animal cells are encased within a cell membrane made of a thin lipid bilayer that protects the cell from exposure to the outside environment. Using receptors composed of protein structures, the cell membrane is able to let selected molecules within the cell. Inside the cell membrane includes the cytoplasm, which contains the cytoskeleton. A network of filamentous proteins including microtubules, intermediate filaments, and actin filaments makes up the cytoskeleton and helps maintain th Document 4::: Helical growth is when cells or organs expand, resulting in helical shaped cells or organs and typically including the breakage of symmetry. This is seen in fungi, algae, and other higher plant cells or organs. Helical growth can occur naturally, such as in tendrils or in twining plants. Asymmetry can be caused by changes in pectin or through mutation and result in left- or right-handed helices. Tendril perversion, during which a tendril curves in opposite directions at each end, is seen in many cases. The helical growth of twining plants is based on the circumnutational movement, or circular growth, of stems. Most twining plans have right-handed helices regardless of the plant's growth hemisphere. Helical growth in single cells, such as the fungi genus Phycomyces or the algae genus Nitella, is thought to be caused by a helical arrangement of structural biological material in the cell wall. In mutant thale cress, helical growth is seen at the organ level. Analysis strongly suggests that cortical microtubules have an important role in controlling the direction of organ expansion. It is unclear how helical growth mutations affect thale cress cell wall assembly. When seen in spiral3, a conserved GRIP1 gene, a missense mutation causes a left-handed helical organization of cortical microtubules and a severe right-hand helical growth. This mutation compromises interactions between proteins GCP2 and GCP3 in yeast. While the efficiency of microtubule dynamics and nucleation were not noticeably affected, cortical microtubule angles were less narrow and more widely distributed. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In plants, a cell plate is formed during cell cytokinesis by golgi vesicles fusing at the what? A. mitosis plate B. tectonic plate C. metaphase plate D. chromosomes plate Answer:
sciq-3740	multiple_choice	What is the muscular organ shaped like an upside-down pear that has a thick lining of tissues called the endometrium?	[ "lungs", "kidney", "liver", "uterus" ]	D		Relavent Documents: Document 0::: In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system. An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs. The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body. Animals Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam Document 1::: This table lists the epithelia of different organs of the human body Human anatomy Document 2::: A dorsiventral (Lat. dorsum, "the back", venter, "the belly") organ is one that has two surfaces differing from each other in appearance and structure, as an ordinary leaf. This term has also been used as a synonym for dorsoventral organs, those that extend from a dorsal to a ventral surface. This word is also used to define body structure of an organism, e.g. flatworm have dorsiventrally flattened bodies. Document 3::: 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 4::: In the inguinal crest of a peculiar structure, the gubernaculum testis makes its appearance. This is at first a slender band, extending from that part of the skin of the groin which afterward forms the scrotum through the inguinal canal to the body and epididymis of the testis. The gubernaculum testis is homologous to the round ligament of the uterus in females. External links Images Embryology The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the muscular organ shaped like an upside-down pear that has a thick lining of tissues called the endometrium? A. lungs B. kidney C. liver D. uterus Answer:
sciq-683	multiple_choice	What are two nonliving things that all living things need for survival?	[ "calcium", "methane", "water and air", "sunlight" ]	C		Relavent Documents: Document 0::: The Seven Pillars of Life are the essential principles of life described by Daniel E. Koshland in 2002 in order to create a universal definition of life. One stated goal of this universal definition is to aid in understanding and identifying artificial and extraterrestrial life. The seven pillars are Program, Improvisation, Compartmentalization, Energy, Regeneration, Adaptability, and Seclusion. These can be abbreviated as PICERAS. The Seven Pillars Program Koshland defines "Program" as an "organized plan that describes both the ingredients themselves and the kinetics of the interactions among ingredients as the living system persists through time." In natural life as it is known on Earth, the program operates through the mechanisms of nucleic acids and amino acids, but the concept of program can apply to other imagined or undiscovered mechanisms. Improvisation "Improvisation" refers to the living system's ability to change its program in response to the larger environment in which it exists. An example of improvisation on earth is natural selection. Compartmentalization "Compartmentalization" refers to the separation of spaces in the living system that allow for separate environments for necessary chemical processes. Compartmentalization is necessary to protect the concentration of the ingredients for a reaction from outside environments. Energy Because living systems involve net movement in terms of chemical movement or body movement, and lose energy in those movements through entropy, energy is required for a living system to exist. The main source of energy on Earth is the sun, but other sources of energy exist for life on Earth, such as hydrogen gas or methane, used in chemosynthesis. Regeneration "Regeneration" in a living system refers to the general compensation for losses and degradation in the various components and processes in the system. This covers the thermodynamic loss in chemical reactions, the wear and tear of larger parts, and the large Document 1::: 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 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::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are two nonliving things that all living things need for survival? A. calcium B. methane C. water and air D. sunlight Answer:
sciq-2981	multiple_choice	What is it called when organisms with traits that better enable them to adapt to their environment tend to survive and reproduce in greater numbers?	[ "natural selection", "adaptation", "evolution", "natural distribution" ]	A		Relavent Documents: Document 0::: Evolutionary biology is the subfield of biology that studies the evolutionary processes (natural selection, common descent, speciation) that produced the diversity of life on Earth. It is also defined as the study of the history of life forms on Earth. Evolution holds that all species are related and gradually change over generations. In a population, the genetic variations affect the phenotypes (physical characteristics) of an organism. These changes in the phenotypes will be an advantage to some organisms, which will then be passed onto their offspring. Some examples of evolution in species over many generations are the peppered moth and flightless birds. In the 1930s, the discipline of evolutionary biology emerged through what Julian Huxley called the modern synthesis of understanding, from previously unrelated fields of biological research, such as genetics and ecology, systematics, and paleontology. The investigational range of current research has widened to encompass the genetic architecture of adaptation, molecular evolution, and the different forces that contribute to evolution, such as sexual selection, genetic drift, and biogeography. Moreover, the newer field of evolutionary developmental biology ("evo-devo") investigates how embryogenesis is controlled, thus yielding a wider synthesis that integrates developmental biology with the fields of study covered by the earlier evolutionary synthesis. Subfields Evolution is the central unifying concept in biology. Biology can be divided into various ways. One way is by the level of biological organization, from molecular to cell, organism to population. Another way is by perceived taxonomic group, with fields such as zoology, botany, and microbiology, reflecting what was once seen as the major divisions of life. A third way is by approaches, such as field biology, theoretical biology, experimental evolution, and paleontology. These alternative ways of dividing up the subject have been combined with evolution Document 1::: In evolutionary biology, adaptive radiation is a process in which organisms diversify rapidly from an ancestral species into a multitude of new forms, particularly when a change in the environment makes new resources available, alters biotic interactions or opens new environmental niches. Starting with a single ancestor, this process results in the speciation and phenotypic adaptation of an array of species exhibiting different morphological and physiological traits. The prototypical example of adaptive radiation is finch speciation on the Galapagos ("Darwin's finches"), but examples are known from around the world. Characteristics Four features can be used to identify an adaptive radiation: A common ancestry of component species: specifically a recent ancestry. Note that this is not the same as a monophyly in which all descendants of a common ancestor are included. A phenotype-environment correlation: a significant association between environments and the morphological and physiological traits used to exploit those environments. Trait utility: the performance or fitness advantages of trait values in their corresponding environments. Rapid speciation: presence of one or more bursts in the emergence of new species around the time that ecological and phenotypic divergence is underway. Conditions Adaptive radiations are thought to be triggered by an ecological opportunity or a new adaptive zone. Sources of ecological opportunity can be the loss of antagonists (competitors or predators), the evolution of a key innovation or dispersal to a new environment. Any one of these ecological opportunities has the potential to result in an increase in population size and relaxed stabilizing (constraining) selection. As genetic diversity is positively correlated with population size the expanded population will have more genetic diversity compared to the ancestral population. With reduced stabilizing selection phenotypic diversity can also increase. In addition, intraspecific Document 2::: Adaptive type – in evolutionary biology – is any population or taxon which have the potential for a particular or total occupation of given free of underutilized home habitats or position in the general economy of nature. In evolutionary sense, the emergence of new adaptive type is usually a result of adaptive radiation certain groups of organisms in which they arise categories that can effectively exploit temporary, or new conditions of the environment. Such evolutive units with its distinctive – morphological and anatomical, physiological and other characteristics, i.e. genetic and adjustments (feature) have a predisposition for an occupation certain home habitats or position in the general nature economy. Simply, the adaptive type is one group organisms whose general biological properties represent a key to open the entrance to the observed adaptive zone in the observed natural ecological complex. Adaptive types are spatially and temporally specific. Since the frames of general biological properties these types of substantially genetic are defined between, in effect the emergence of new adaptive types of the corresponding change in population genetic structure and eternal contradiction between the need for optimal adapted well the conditions of living environment, while maintaining genetic variation for survival in a possible new circumstances. For example, the specific place in the economy of nature existed millions of years before the appearance of human type. However, just when the process of evolution of primates (order Primates) reached a level that is able to occupy that position, it is open, and then (in leaving world) an unprecedented acceleration increasingly spreading. Culture, in the broadest sense, is a key adaptation of adaptive type type of Homo sapiens the occupation of existing adaptive zone through work, also in the broadest sense of the term. Document 3::: Ecological inheritance occurs when organisms inhabit a modified environment that a previous generation created; it was first described in Odling-Smee (1988) and Odling-Smee et al. (1996) as a consequence of niche construction. Standard evolutionary theory focuses on the influence that natural selection and genetic inheritance has on biological evolution, when individuals that survive and reproduce also transmit genes to their offspring. If offspring do not live in a modified environment created by their parents, then niche construction activities of parents do not affect the selective pressures of their offspring (see orb-web spiders in Genetic inheritance vs. ecological inheritance below). However, when niche construction affects multiple generations (i.e., parents and offspring), ecological inheritance acts a inheritance system different than genetic inheritance. Since ecological inheritance is a result of ecosystem engineering and niche construction, the fitness of several species and their subsequent generations experience a selective pressure dependent on the modified environment they inherit. Organisms in subsequent generations will encounter ecological inheritance because they are affected by a new selective environment created by prior niche construction. On a macroevolutionary scale, ecological inheritance has been defined as, "the persistence of environmental modifications by a species over multiple generations to influence the evolution of that or other species." Ecological inheritance has also been defined as, "... the accumulation of environmental changes, such as altered soil, atmosphere or ocean states that previous generations have brought about through their niche-constructing activity, and that influence the development of descendant organisms." Related to niche construction and ecological inheritance are factors and features of an organism and environment, respectively, where the feature of an organism is synonymous with adaptation if natural se Document 4::: In behavioral ecology, adaptive behavior is any behavior that contributes directly or indirectly to an individual's reproductive success, and is thus subject to the forces of natural selection. Examples include favoring kin in altruistic behaviors, sexual selection of the most fit mate, and defending a territory or harem from rivals. Conversely, non-adaptive behavior is any behavior that is counterproductive to an individual's survival or reproductive success. Examples might include altruistic behaviors which do not favor kin, adoption of unrelated young, and being a subordinate in a dominance hierarchy. Adaptations are commonly defined as evolved solutions to recurrent environmental problems of survival and reproduction. Individual differences commonly arise through both heritable and non-heritable adaptive behavior. Both have been proven to be influential in the evolution of species' adaptive behaviors, although non-heritable adaptation remains a controversial subject. Non-heritable Populations change through the process of evolution. Each individual in a population has a unique role in their particular environment. This role, commonly known as an ecological niche, is simply how an organism lives in an environment in relation to others. Over successive generations, the organism must adapt to their surrounding conditions in order to develop their niche. An organism's niche will evolve as changes in the external environment occur. The most successful species in nature are those that are able to use adaptive behaviors to build on prior knowledge, thereby increasing their overall knowledge bank. In turn, this will improve their overall survival and reproductive success. Learning Many species have the ability to adapt through learning. Organisms will often learn through various psychological and cognitive processes, such as operant and classical conditioning and discrimination memory. This learning process allows organisms to modify their behavior to survive in un The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is it called when organisms with traits that better enable them to adapt to their environment tend to survive and reproduce in greater numbers? A. natural selection B. adaptation C. evolution D. natural distribution Answer:
sciq-2324	multiple_choice	The modern atomic theory states that all matter is composed of what?	[ "ions", "quarks", "atoms", "molecules" ]	C		Relavent Documents: Document 0::: In non-technical terms, M-theory presents an idea about the basic substance of the universe. As of 2023, science has produced no experimental evidence to support the conclusion that M-theory is a description of the real world. Although a complete mathematical formulation of M-theory is not known, the general approach is the leading contender for a universal "Theory of Everything" that unifies gravity with other forces such as electromagnetism. M-theory aims to unify quantum mechanics with general relativity's gravitational force in a mathematically consistent way. In comparison, other theories such as loop quantum gravity are considered by physicists and researchers/students to be less elegant, because they posit gravity to be completely different from forces such as the electromagnetic force. Background In the early years of the 20th century, the atom – long believed to be the smallest building-block of matter – was proven to consist of even smaller components called protons, neutrons and electrons, which are known as subatomic particles. Other subatomic particles began being discovered in the 1960s. In the 1970s, it was discovered that protons and neutrons (and other hadrons) are themselves made up of smaller particles called quarks. The Standard Model is the set of rules that describes the interactions of these particles. In the 1980s, a new mathematical model of theoretical physics, called string theory, emerged. It showed how all the different subatomic particles known to science could be constructed by hypothetical one-dimensional "strings", infinitesimal building-blocks that have only the dimension of length, but not height or width. However, for string theory to be mathematically consistent, the strings must be in a universe of ten dimensions. This contradicts the experience that our real universe has four dimensions: three space dimensions (height, width, and length) and one time dimension. To "save" their theory, string theorists therefore added the exp Document 1::: Atomic physics is the field of physics that studies atoms as an isolated system of electrons and an atomic nucleus. Atomic physics typically refers to the study of atomic structure and the interaction between atoms. It is primarily concerned with the way in which electrons are arranged around the nucleus and the processes by which these arrangements change. This comprises ions, neutral atoms and, unless otherwise stated, it can be assumed that the term atom includes ions. The term atomic physics can be associated with nuclear power and nuclear weapons, due to the synonymous use of atomic and nuclear in standard English. Physicists distinguish between atomic physics—which deals with the atom as a system consisting of a nucleus and electrons—and nuclear physics, which studies nuclear reactions and special properties of atomic nuclei. As with many scientific fields, strict delineation can be highly contrived and atomic physics is often considered in the wider context of atomic, molecular, and optical physics. Physics research groups are usually so classified. Isolated atoms Atomic physics primarily considers atoms in isolation. Atomic models will consist of a single nucleus that may be surrounded by one or more bound electrons. It is not concerned with the formation of molecules (although much of the physics is identical), nor does it examine atoms in a solid state as condensed matter. It is concerned with processes such as ionization and excitation by photons or collisions with atomic particles. While modelling atoms in isolation may not seem realistic, if one considers atoms in a gas or plasma then the time-scales for atom-atom interactions are huge in comparison to the atomic processes that are generally considered. This means that the individual atoms can be treated as if each were in isolation, as the vast majority of the time they are. By this consideration, atomic physics provides the underlying theory in plasma physics and atmospheric physics, even though Document 2::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 3::: In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. Motivation Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. Model structure Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of Document 4::: Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education. Ancient Greece Aristotle wrote what is considered now as the first textbook of physics. Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas. Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts. Hong Kong High schools In Hong Kong, physics is a subject for public examination. Local students in Form 6 take the public exam of Hong Kong Diploma of Secondary Education (HKDSE). Compare to the other syllabus include GCSE, GCE etc. which learn wider and boarder of different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations. Topics are narrow down to a smaller amount compared to the A-level due to the insufficient teachi The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The modern atomic theory states that all matter is composed of what? A. ions B. quarks C. atoms D. molecules Answer:
sciq-9078	multiple_choice	The active transport of ions across the membrane causes an electrical gradient to build up across the what?	[ "cells membrane", "colloidal membrane", "components membrane", "plasma membrane" ]	D		Relavent Documents: Document 0::: In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others. The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell. Background Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case. For example, a classic chemical mechanism for separation that does Document 1::: Membrane potential (also transmembrane potential or membrane voltage) is the difference in electric potential between the interior and the exterior of a biological cell. That is, there is a difference in the energy required for electric charges to move from the internal to exterior cellular environments and vice versa, as long as there is no acquisition of kinetic energy or the production of radiation. The concentration gradients of the charges directly determine this energy requirement. For the exterior of the cell, typical values of membrane potential, normally given in units of milli volts and denoted as mV, range from –80 mV to –40 mV. All animal cells are surrounded by a membrane composed of a lipid bilayer with proteins embedded in it. The membrane serves as both an insulator and a diffusion barrier to the movement of ions. Transmembrane proteins, also known as ion transporter or ion pump proteins, actively push ions across the membrane and establish concentration gradients across the membrane, and ion channels allow ions to move across the membrane down those concentration gradients. Ion pumps and ion channels are electrically equivalent to a set of batteries and resistors inserted in the membrane, and therefore create a voltage between the two sides of the membrane. Almost all plasma membranes have an electrical potential across them, with the inside usually negative with respect to the outside. The membrane potential has two basic functions. First, it allows a cell to function as a battery, providing power to operate a variety of "molecular devices" embedded in the membrane. Second, in electrically excitable cells such as neurons and muscle cells, it is used for transmitting signals between different parts of a cell. Signals are generated by opening or closing of ion channels at one point in the membrane, producing a local change in the membrane potential. This change in the electric field can be quickly sensed by either adjacent or more distant ion chann Document 2::: Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis. Passive transport follows Fick's first law. Diffusion Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient"). However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph Document 3::: 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 4::: A polarized membrane is a lipid membrane that has a positive electrical charge on one side and a negative charge on another side, which produces the resting potential in living cells. Whether or not a membrane is polarized is determined by the distribution of dissociable protons and permeant ions inside and outside the membrane that travel passively through ion channel or actively via ion pump, creating an action potential. See also Membrane transporter The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The active transport of ions across the membrane causes an electrical gradient to build up across the what? A. cells membrane B. colloidal membrane C. components membrane D. plasma membrane Answer:
scienceQA-10163	multiple_choice	What do these two changes have in common? chicken cooking in an oven a penny tarnishing	[ "Both are caused by heating.", "Both are chemical changes.", "Both are only physical changes.", "Both are caused by cooling." ]	B	Step 1: Think about each change. Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter. Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull. Step 2: Look at each answer choice. Both are only physical changes. Both changes are chemical changes. They are not physical changes. Both are chemical changes. Both changes are chemical changes. The type of matter before and after each change is different. Both are caused by heating. Cooking is caused by heating. But a penny tarnishing 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::: 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 3::: 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 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? chicken cooking in an oven a penny tarnishing A. Both are caused by heating. B. Both are chemical changes. C. Both are only physical changes. D. Both are caused by cooling. Answer:
sciq-10135	multiple_choice	Which acids provide the molecular blueprints for all proteins produced in living systems?	[ "nucleic acids", "amino acids", "periodic acids", "nitrous acids" ]	A		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::: This is a list of topics in molecular biology. See also index of biochemistry articles. Document 2::: Biomolecular structure is the intricate folded, three-dimensional shape that is formed by a molecule of protein, DNA, or RNA, and that is important to its function. The structure of these molecules may be considered at any of several length scales ranging from the level of individual atoms to the relationships among entire protein subunits. This useful distinction among scales is often expressed as a decomposition of molecular structure into four levels: primary, secondary, tertiary, and quaternary. The scaffold for this multiscale organization of the molecule arises at the secondary level, where the fundamental structural elements are the molecule's various hydrogen bonds. This leads to several recognizable domains of protein structure and nucleic acid structure, including such secondary-structure features as alpha helixes and beta sheets for proteins, and hairpin loops, bulges, and internal loops for nucleic acids. The terms primary, secondary, tertiary, and quaternary structure were introduced by Kaj Ulrik Linderstrøm-Lang in his 1951 Lane Medical Lectures at Stanford University. Primary structure The primary structure of a biopolymer is the exact specification of its atomic composition and the chemical bonds connecting those atoms (including stereochemistry). For a typical unbranched, un-crosslinked biopolymer (such as a molecule of a typical intracellular protein, or of DNA or RNA), the primary structure is equivalent to specifying the sequence of its monomeric subunits, such as amino acids or nucleotides. The primary structure of a protein is reported starting from the amino N-terminus to the carboxyl C-terminus, while the primary structure of DNA or RNA molecule is known as the nucleic acid sequence reported from the 5' end to the 3' end. The nucleic acid sequence refers to the exact sequence of nucleotides that comprise the whole molecule. Often, the primary structure encodes sequence motifs that are of functional importance. Some examples of such motif Document 3::: Amino acids are organic compounds that contain both amino and carboxylic acid functional groups. Although over 500 amino acids exist in nature, by far the most important are the 22 α-amino acids incorporated into proteins. Only these 22 appear in the genetic code of all life. Amino acids can be classified according to the locations of the core structural functional groups, as alpha- (α-), beta- (β-), gamma- (γ-) or delta- (δ-) amino acids; other categories relate to polarity, ionization, and side chain group type (aliphatic, acyclic, aromatic, containing hydroxyl or sulfur, etc.). In the form of proteins, amino acid residues form the second-largest component (water being the largest) of human muscles and other tissues. Beyond their role as residues in proteins, amino acids participate in a number of processes such as neurotransmitter transport and biosynthesis. It is thought that they played a key role in enabling life on Earth and its emergence. Amino acids are formally named by the IUPAC-IUBMB Joint Commission on Biochemical Nomenclature in terms of the fictitious "neutral" structure shown in the illustration. For example, the systematic name of alanine is 2-aminopropanoic acid, based on the formula . The Commission justified this approach as follows: The systematic names and formulas given refer to hypothetical forms in which amino groups are unprotonated and carboxyl groups are undissociated. This convention is useful to avoid various nomenclatural problems but should not be taken to imply that these structures represent an appreciable fraction of the amino-acid molecules. History The first few amino acids were discovered in the early 1800s. In 1806, French chemists Louis-Nicolas Vauquelin and Pierre Jean Robiquet isolated a compound from asparagus that was subsequently named asparagine, the first amino acid to be discovered. Cystine was discovered in 1810, although its monomer, cysteine, remained undiscovered until 1884. Glycine and leucine were discovere Document 4::: A nucleic acid sequence is a succession of bases within the nucleotides forming alleles within a DNA (using GACT) or RNA (GACU) molecule. This succession is denoted by a series of a set of five different letters that indicate the order of the nucleotides. By convention, sequences are usually presented from the 5' end to the 3' end. For DNA, with its double helix, there are two possible directions for the notated sequence; of these two, the sense strand is used. Because nucleic acids are normally linear (unbranched) polymers, specifying the sequence is equivalent to defining the covalent structure of the entire molecule. For this reason, the nucleic acid sequence is also termed the primary structure. The sequence represents biological information. Biological deoxyribonucleic acid represents the information which directs the functions of an organism. Nucleic acids also have a secondary structure and tertiary structure. Primary structure is sometimes mistakenly referred to as "primary sequence". However there is no parallel concept of secondary or tertiary sequence. Nucleotides Nucleic acids consist of a chain of linked units called nucleotides. Each nucleotide consists of three subunits: a phosphate group and a sugar (ribose in the case of RNA, deoxyribose in DNA) make up the backbone of the nucleic acid strand, and attached to the sugar is one of a set of nucleobases. The nucleobases are important in base pairing of strands to form higher-level secondary and tertiary structures such as the famed double helix. The possible letters are A, C, G, and T, representing the four nucleotide bases of a DNA strand – adenine, cytosine, guanine, thymine – covalently linked to a phosphodiester backbone. In the typical case, the sequences are printed abutting one another without gaps, as in the sequence AAAGTCTGAC, read left to right in the 5' to 3' direction. With regards to transcription, a sequence is on the coding strand if it has the same order as the transcribed RNA. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which acids provide the molecular blueprints for all proteins produced in living systems? A. nucleic acids B. amino acids C. periodic acids D. nitrous acids Answer:
sciq-7037	multiple_choice	Some protists hunt their food or act as what?	[ "parasites", "mammals", "reptiles", "bats" ]	A		Relavent Documents: Document 0::: A protist ( ) or protoctist is any eukaryotic organism that is not an animal, plant, or fungus. Protists do not form a natural group, or clade, but an artificial grouping of several independent clades that evolved from the last eukaryotic common ancestor. Protists were historically regarded as a separate taxonomic kingdom known as Protista or Protoctista. With the advent of phylogenetic analysis and electron microscopy studies, the use of Protista as a formal taxon was gradually abandoned. In modern classifications, protists are spread across several eukaryotic clades called supergroups, such as Archaeplastida (which includes plants), SAR, Obazoa (which includes fungi and animals), Amoebozoa and Excavata. Protists represent an extremely large genetic and ecological diversity in all environments, including extreme habitats. Their diversity, larger than for all other eukaryotes, has only been discovered in recent decades through the study of environmental DNA, and is still in the process of being fully described. They are present in all ecosystems as important components of the biogeochemical cycles and trophic webs. They exist abundantly and ubiquitously in a variety of forms that evolved multiple times independently, such as free-living algae, amoebae and slime moulds, or as important parasites. Together, they compose an amount of biomass that doubles that of animals. They exhibit varied types of nutrition (such as phototrophy, phagotrophy or osmotrophy), sometimes combining them (in mixotrophy). They present unique adaptations not present in multicellular animals, fungi or land plants. The study of protists is termed protistology. Definition There is not a single accepted definition of what protists are. As a paraphyletic assemblage of diverse biological groups, they have historically been regarded as a catch-all taxon that includes any eukaryotic organism (i.e., living beings whose cells possess a nucleus) that is not an animal, a land plant or a dikaryon fung Document 1::: Anti-protist or antiprotistal refers to an anti-parasitic and anti-infective agent which is active against protists. Unfortunately due to the long ingrained usage of the term antiprotozoal, the two terms are confused, when in fact protists are a supercategory. Therefore, there are protists that are not protozoans. Beyond "animal-like" (heterotrophic, including parasitic) protozoans, protists also include the "plant-like" (autotrophic) protophyta and the "fungi-like" saprophytic molds. In current biology, the concept of a "protist" and its three subdivisions has been replaced. See also Amebicide Document 2::: Marine protists are defined by their habitat as protists that live in marine environments, that is, in the saltwater of seas or oceans or the brackish water of coastal estuaries. Life originated as marine single-celled prokaryotes (bacteria and archaea) and later evolved into more complex eukaryotes. Eukaryotes are the more developed life forms known as plants, animals, fungi and protists. Protists are the eukaryotes that cannot be classified as plants, fungi or animals. They are mostly single-celled and microscopic. The term protist came into use historically as a term of convenience for eukaryotes that cannot be strictly classified as plants, animals or fungi. They are not a part of modern cladistics because they are paraphyletic (lacking a common ancestor for all descendants). Most protists are too small to be seen with the naked eye. They are highly diverse organisms currently organised into 18 phyla, but not easy to classify. Studies have shown high protist diversity exists in oceans, deep sea-vents and river sediments, suggesting large numbers of eukaryotic microbial communities have yet to be discovered. There has been little research on mixotrophic protists, but recent studies in marine environments found mixotrophic protists contribute a significant part of the protist biomass. Since protists are eukaryotes (and not prokaryotes) they possess within their cell at least one nucleus, as well as organelles such as mitochondria and Golgi bodies. Many protist species can switch between asexual reproduction and sexual reproduction involving meiosis and fertilization. In contrast to the cells of prokaryotes, the cells of eukaryotes are highly organised. Plants, animals and fungi are usually multi-celled and are typically macroscopic. Most protists are single-celled and microscopic. But there are exceptions. Some single-celled marine protists are macroscopic. Some marine slime molds have unique life cycles that involve switching between unicellular, colonial, and Document 3::: Many protists have protective shells or tests, usually made from silica (glass) or calcium carbonate (chalk). Protists are a diverse group of eukaryote organisms that are not plants, animals, or fungi. They are typically microscopic unicellular organisms that live in water or moist environments. Protists shells are often tough, mineralised forms that resist degradation, and can survive the death of the protist as a microfossil. Although protists are typically very small, they are ubiquitous. Their numbers are such that their shells play a huge part in the formation of ocean sediments and in the global cycling of elements and nutrients. The role of protist shells depends on the type of protist. Protists such as diatoms and radiolaria have intricate, glass-like shells made of silica that are hard and protective, and serve as a barrier to prevent water loss. The shells have small pores that allow for gas exchange and nutrient uptake. Coccolithophores and foraminifera also have hard protective shells, but the shells are made of calcium carbonate. These shells can help with buoyancy, allowing the organisms to float in the water column and move around more easily. In addition to protection and support, protist shells also serve scientists as a means of identification. By examining the characteristics of the shells, different species of protists can be identified and their ecology and evolution can be studied. Protists Cellular life likely originated as single-celled prokaryotes (including modern bacteria and archaea) and later evolved into more complex eukaryotes. Eukaryotes include organisms such as plants, animals, fungi and "protists". Protists are usually single-celled and microscopic. They can be heterotrophic, meaning they obtain nutrients by consuming other organisms, or autotrophic, meaning they produce their own food through photosynthesis or chemosynthesis, or mixotrophic, meaning they produce their own food through a mixture of those methods. The term prot Document 4::: A protist is any eukaryotic organism (that is, an organism whose cells contain a cell nucleus) that is not an animal, plant, or fungus. While it is likely that protists share a common ancestor, the last eukaryotic common ancestor, the exclusion of other eukaryotes means that protists do not form a natural group, or clade. Therefore, some protists may be more closely related to animals, plants, or fungi than they are to other protists. However, like algae, invertebrates and protozoans, the grouping is used for convenience. Many protists have neither hard parts nor resistant spores, and their fossils are extremely rare or unknown. Examples of such groups include the apicomplexans, most ciliates, some green algae (the Klebsormidiales), choanoflagellates, oomycetes, brown algae, yellow-green algae, Excavata (e.g., euglenids). Some of these have been found preserved in amber (fossilized tree resin) or under unusual conditions (e.g., Paleoleishmania, a kinetoplastid). Others are relatively common in the fossil record, as the diatoms, golden algae, haptophytes (coccoliths), silicoflagellates, tintinnids (ciliates), dinoflagellates, green algae, red algae, heliozoans, radiolarians, foraminiferans, ebriids and testate amoebae (euglyphids, arcellaceans). Some are used as paleoecological indicators to reconstruct ancient environments. More probable eukaryote fossils begin to appear at about 1.8 billion years ago, the acritarchs, spherical fossils of likely algal protists. Another possible representative of early fossil eukaryotes are the Gabonionta. Modern classifications Systematists today do not treat Protista as a formal taxon, but the term "protist" is still commonly used for convenience in two ways. The most popular contemporary definition is a phylogenetic one, that identifies a paraphyletic group: a protist is any eukaryote that is not an animal, (land) plant, or (true) fungus; this definition excludes many unicellular groups, like the Microsporidia (fungi), many C The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Some protists hunt their food or act as what? A. parasites B. mammals C. reptiles D. bats Answer:
sciq-9079	multiple_choice	What process determines which of two fossils is older or younger than the other?	[ "curve dating", "relative dating", "difference dating", "differential dating" ]	B		Relavent Documents: Document 0::: Chronology (from Latin chronologia, from Ancient Greek , chrónos, "time"; and , -logia) is the science of arranging events in their order of occurrence in time. Consider, for example, the use of a timeline or sequence of events. It is also "the determination of the actual temporal sequence of past events". Chronology is a part of periodization. It is also a part of the discipline of history including earth history, the earth sciences, and study of the geologic time scale. Related fields Chronology is the science of locating historical events in time. It relies upon chronometry, which is also known as timekeeping, and historiography, which examines the writing of history and the use of historical methods. Radiocarbon dating estimates the age of formerly living things by measuring the proportion of carbon-14 isotope in their carbon content. Dendrochronology estimates the age of trees by correlation of the various growth rings in their wood to known year-by-year reference sequences in the region to reflect year-to-year climatic variation. Dendrochronology is used in turn as a calibration reference for radiocarbon dating curves. Calendar and era The familiar terms calendar and era (within the meaning of a coherent system of numbered calendar years) concern two complementary fundamental concepts of chronology. For example, during eight centuries the calendar belonging to the Christian era, which era was taken in use in the 8th century by Bede, was the Julian calendar, but after the year 1582 it was the Gregorian calendar. Dionysius Exiguus (about the year 500) was the founder of that era, which is nowadays the most widespread dating system on earth. An epoch is the date (year usually) when an era begins. Ab Urbe condita era Ab Urbe condita is Latin for "from the founding of the City (Rome)", traditionally set in 753 BC. It was used to identify the Roman year by a few Roman historians. Modern historians use it much more frequently than the Romans themselves did; the Document 1::: Fossil preparation is a complex of tasks that can include excavating, revealing, conserving, and replicating the ancient remains and traces of organisms. It is an integral part of the science of paleontology, of museum exhibition, and the preservation of fossils held in the public trust. It involves a wide variety of techniques, from the mechanical to the chemical, depending upon the qualities of the specimen being prepared and the goals of the effort. Fossil preparation may be executed by scientists, students or collections personnel, but is often undertaken by professional fossil preparators. Techniques Acid maceration Acid maceration is a technique to extract organic microfossils from a surrounding rock matrix using acid. Hydrochloric acid or acetic acid may be used to extract phosphatic fossils, such as the small shelly fossils, from a carbonate matrix. Hydrofluoric acid is also used in acid macerations to extract organic fossils from silicate rocks. Fossiliferous rock may be immersed directly into the acid, or a cellulose nitrate film may be applied (dissolved in amyl acetate), which adheres to the organic component and allows the rock to be dissolved around it. Film pull The film pull technique is a means of recovering carbonaceous compression fossils for study under transmitted light microscopy. An acid is applied to the surface of the rock to etch away the matrix from the surface, leaving carbonaceous tissue protruding. (Surfaces not to be etched can be coated in a wax (e.g. Vaseline or grease). This is usually accomplished by placing the rock upside-down in a weak, continually stirred acid, so that any debris can be washed away. Nitrocellulose is then painted on to the fossil-bearing surface, and once dry may be peeled from the rock, or the rock dissolved in hydrofluoric acid. The method was pioneered by John Walton, in collaboration with Reitze Gerben Koopmans, in 1928 as a method to derive serial thin-sections without the time, expense and lost ma Document 2::: Dendroarchaeology is a term used for the study of vegetation remains, old buildings, artifacts, furniture, art and musical instruments using the techniques of dendrochronology (tree-ring dating). It refers to dendrochronological research of wood from the past regardless of its current physical context (in or above the soil). This form of dating is the most accurate and precise absolute dating method available to archaeologists, as the last ring that grew is the first year the tree could have been incorporated into an archaeological structure. Tree-ring dating is useful in that it can contribute to chronometric, environmental, and behavioral archaeological research. The utility of tree-ring dating in an environmental sense is the most applicable of the three in today's world. Tree rings can be used to reconstruct numerous environmental variables such as temperature, precipitation, stream flow, drought society, fire frequency and intensity, insect infestation, atmospheric circulation patterns, among others. History At the beginning of the twentieth century, astronomer Andrew Ellicott Douglass first applied tree ring dating to prehistoric North American artifacts. Through applying dendrochronology (tree-ring dating), Douglass hoped for more expansive climate studies. Douglass theorized organic materials (trees and plant remains) could assist in visualizing past climates. Despite Dr. Douglass’s contributions, archaeology as a discipline did not begin applying tree-ring dating until 1970s with Dr. Edward Cook and Dr. Gordon Jacoby. In 1929, American Southwestern archaeologists had charted a non continuous historic and prehistoric chronologies for the Chaco Canyon Region. Tree ring laboratory scientists from Columbia University were some of the first to apply tree-ring dating to the colonial period, specifically architectural timbers in the eastern United States. For agencies like the National Park Service and other historical societies, Dr. Jacoby and Cook began dat Document 3::: Nitrogen dating is a form of relative dating which relies on the reliable breakdown and release of amino acids from bone samples to estimate the age of the object. For human bones, the assumption of about 5% nitrogen in the bone, mostly in the form of collagen, allows fairly consistent dating techniques. Compared to other dating techniques, Nitrogen dating can be unreliable because leaching from bone is dependent on temperature, soil pH, ground water, and the presence of microorganism that digest nitrogen rich elements, like collagen. Some studies compare nitrogen dating results with dating results from methods like fluorine absorption dating to create more accurate estimates. Though some situations, like thin porous bones might more rapidly change the dating created by multiple methods. Document 4::: The paleopedological record is, essentially, the fossil record of soils. The paleopedological record consists chiefly of paleosols buried by flood sediments, or preserved at geological unconformities, especially plateau escarpments or sides of river valleys. Other fossil soils occur in areas where volcanic activity has covered the ancient soils. Problems of recognition After burial, soil fossils tend to be altered by various chemical and physical processes. These include: Decomposition of organic matter that was once present in the old soil. This hinders the recognition of vegetation that was in the soil when it was present. Oxidation of iron from Fe2+ to Fe3+ by O2 as the former soil becomes dry and more oxygen enters the soil. Drying out of hydrous ferric oxides to anhydrous oxides - again due to the presence of more available O2 in the dry environment. The keys to recognising fossils of various soils include: Tubular structures that branch and thin irregularly downward or show the anatomy of fossilised root traces Gradational alteration down from a sharp lithological contact like that between land surface and soil horizons Complex patterns of cracks and mineral replacements like those of soil clods (peds) and planar cutans. Classification Soil fossils are usually classified by USDA soil taxonomy. With the exception of some exceedingly old soils which have a clayey, grey-green horizon that is quite unlike any present soil and clearly formed in the absence of O2, most fossil soils can be classified into one of the twelve orders recognised by this system. This is usually done by means of X-ray diffraction, which allows the various particles within the former soils to be analysed so that it can be seen to which order the soils correspond. Other methods for classifying soil fossils rely on geochemical analysis of the soil material, which allows the minerals in the soil to be identified. This is only useful where large amounts of the ancient soil are avai The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What process determines which of two fossils is older or younger than the other? A. curve dating B. relative dating C. difference dating D. differential dating Answer:
sciq-3895	multiple_choice	What is the process where light bounces back from surfaces that it cannot pass through?	[ "diffraction", "direction", "absorbtion", "reflection" ]	D		Relavent Documents: Document 0::: Total external reflection is a phenomenon traditionally involving X-rays, but in principle any type of electromagnetic or other wave, closely related to total internal reflection. Total internal reflection describes the fact that radiation (e.g. visible light) can, at certain angles, be totally reflected from an interface between two media of different indices of refraction (see Snell's law). Total internal reflection occurs when the first medium has a larger refractive index than the second medium, for example, light that starts in water and bounces off the water-to-air interface. Total external reflection is the situation where the light starts in air and vacuum (refractive index 1), and bounces off a material with index of refraction less than 1. For example, in X-rays, the refractive index is frequently slightly less than 1, and therefore total external reflection can happen at a glancing angle. It is called external because the light bounces off the exterior of the material. This makes it possible to focus X-rays. Document 1::: Reflection is the change in direction of a wavefront at an interface between two different media so that the wavefront returns into the medium from which it originated. Common examples include the reflection of light, sound and water waves. The law of reflection says that for specular reflection (for example at a mirror) the angle at which the wave is incident on the surface equals the angle at which it is reflected. In acoustics, reflection causes echoes and is used in sonar. In geology, it is important in the study of seismic waves. Reflection is observed with surface waves in bodies of water. Reflection is observed with many types of electromagnetic wave, besides visible light. Reflection of VHF and higher frequencies is important for radio transmission and for radar. Even hard X-rays and gamma rays can be reflected at shallow angles with special "grazing" mirrors. Reflection of light Reflection of light is either specular (mirror-like) or diffuse (retaining the energy, but losing the image) depending on the nature of the interface. In specular reflection the phase of the reflected waves depends on the choice of the origin of coordinates, but the relative phase between s and p (TE and TM) polarizations is fixed by the properties of the media and of the interface between them. A mirror provides the most common model for specular light reflection, and typically consists of a glass sheet with a metallic coating where the significant reflection occurs. Reflection is enhanced in metals by suppression of wave propagation beyond their skin depths. Reflection also occurs at the surface of transparent media, such as water or glass. In the diagram, a light ray PO strikes a vertical mirror at point O, and the reflected ray is OQ. By projecting an imaginary line through point O perpendicular to the mirror, known as the normal, we can measure the angle of incidence, θi and the angle of reflection, θr. The law of reflection states that θi = θr, or in other words, the angl Document 2::: Treatise on Light: In Which Are Explained the Causes of That Which Occurs in Reflection & Refraction (: Où Sont Expliquées les Causes de ce qui Luy Arrive Dans la Reflexion & Dans la Refraction) is a book written by Dutch polymath Christiaan Huygens that was published in French in 1690. The book describes Huygens's conception of the nature of light propagation which makes it possible to explain the laws of geometrical optics shown in Descartes's Dioptrique, which Huygens aimed to replace. Unlike Newton's corpuscular theory, which was presented in the Opticks, Huygens conceived of light as an irregular series of shock waves which proceeds with very great, but finite, velocity through the aether, similar to sound waves. Moreover, he proposed that each point of a wavefront is itself the origin of a secondary spherical wave, a principle known today as the Huygens–Fresnel principle. The book is considered a pioneering work of theoretical and mathematical physics and the first mechanistic account of an unobservable physical phenomenon. Overview Huygens worked on the mathematics of light rays and the properties of refraction in his work Dioptrica, which began in 1652 but remained unpublished, and which predated his lens grinding work. In 1672, the problem of the strange refraction of the Iceland crystal created a puzzle regarding the physics of refraction that Huygens wanted to solve. Huygens eventually was able to solve this problem by means of elliptical waves in 1677 and confirmed his theory by experiments mostly after critical reactions in 1679. His explanation of birefringence was based on three hypotheses: (1) There are inside the crystal two media in which light waves proceed, (2) one medium behaves as ordinary ether and carries the normally refracted ray, and (3) the velocity of the waves in the other medium is dependent on direction, so that the waves do not expand in spherical form, but rather as ellipsoids of revolution; this second medium carries the abnorm Document 3::: Scattering is a term used in physics to describe a wide range of physical processes where moving particles or radiation of some form, such as light or sound, are forced to deviate from a straight trajectory by localized non-uniformities (including particles and radiation) in the medium through which they pass. In conventional use, this also includes deviation of reflected radiation from the angle predicted by the law of reflection. Reflections of radiation that undergo scattering are often called diffuse reflections and unscattered reflections are called specular (mirror-like) reflections. Originally, the term was confined to light scattering (going back at least as far as Isaac Newton in the 17th century). As more "ray"-like phenomena were discovered, the idea of scattering was extended to them, so that William Herschel could refer to the scattering of "heat rays" (not then recognized as electromagnetic in nature) in 1800. John Tyndall, a pioneer in light scattering research, noted the connection between light scattering and acoustic scattering in the 1870s. Near the end of the 19th century, the scattering of cathode rays (electron beams) and X-rays was observed and discussed. With the discovery of subatomic particles (e.g. Ernest Rutherford in 1911) and the development of quantum theory in the 20th century, the sense of the term became broader as it was recognized that the same mathematical frameworks used in light scattering could be applied to many other phenomena. Scattering can refer to the consequences of particle-particle collisions between molecules, atoms, electrons, photons and other particles. Examples include: cosmic ray scattering in the Earth's upper atmosphere; particle collisions inside particle accelerators; electron scattering by gas atoms in fluorescent lamps; and neutron scattering inside nuclear reactors. The types of non-uniformities which can cause scattering, sometimes known as scatterers or scattering centers, are too numerous to list, bu Document 4::: Diffuse reflectance spectroscopy, or diffuse reflection spectroscopy, is a subset of absorption spectroscopy. It is sometimes called remission spectroscopy. Remission is the reflection or back-scattering of light by a material, while transmission is the passage of light through a material. The word remission implies a direction of scatter, independent of the scattering process. Remission includes both specular and diffusely back-scattered light. The word reflection often implies a particular physical process, such as specular reflection. The use of the term remission spectroscopy is relatively recent, and found first use in applications related to medicine and biochemistry. While the term is becoming more common in certain areas of absorption spectroscopy, the term diffuse reflectance is firmly entrenched, as in diffuse reflectance infrared Fourier transform spectroscopy (DRIFTS) and diffuse-reflectance ultraviolet–visible spectroscopy. Mathematical treatments related to diffuse reflectance and transmittance The mathematical treatments of absorption spectroscopy for scattering materials were originally largely borrowed from other fields. The most successful treatments use the concept of dividing a sample into layers, called plane parallel layers. They are generally those consistent with a two-flux or two-stream approximation. Some of the treatments require all the scattered light, both remitted and transmitted light, to be measured. Others apply only to remitted light, with the assumption that the sample is "infinitely thick" and transmits no light. These are special cases of the more general treatments. There are several general treatments, all of which are compatible with each other, related to the mathematics of plane parallel layers. They are the Stokes formulas, equations of Benford, Hecht finite difference formula, and the Dahm equation. For the special case of infinitesimal layers, the Kubelka–Munk and Schuster–Kortüm treatments also give compat The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the process where light bounces back from surfaces that it cannot pass through? A. diffraction B. direction C. absorbtion D. reflection Answer:
sciq-8696	multiple_choice	Scientists use the principles of what to make predictions, which they then test?	[ "their guesses", "their faith", "their teachers", "their hypothesis" ]	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::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 3::: The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions. Example question (question 4): Gender differences The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher. Document 4::: 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. Scientists use the principles of what to make predictions, which they then test? A. their guesses B. their faith C. their teachers D. their hypothesis Answer:
sciq-10966	multiple_choice	Bacteria can be used to make cheese from milk. the bacteria turn the milk sugars into what?	[ "acetic acid", "lactic acid", "hydrochloric acid", "ionic acid" ]	B		Relavent Documents: Document 0::: List of Useful Microorganisms Used In preparation Of Food And Beverage See also Fermentation (food) Food microbiology Document 1::: Microbial food cultures are live bacteria, yeasts or moulds used in food production. Microbial food cultures carry out the fermentation process in foodstuffs. Used by humans since the Neolithic period (around 10 000 years BC) fermentation helps to preserve perishable foods and to improve their nutritional and organoleptic qualities (in this case, taste, sight, smell, touch). As of 1995, fermented food represented between one quarter and one third of food consumed in Central Europe. More than 260 different species of microbial food culture are identified and described for their beneficial use in fermented food products globally, showing the importance of their use. The scientific rationale of the function of microbes in fermentation started to be built with the discoveries of Louis Pasteur in the second half of the 19th century. Extensive scientific study continues to characterize microbial food cultures traditionally used in food fermentation taxonomically, physiologically, biochemically and genetically. This allows better understanding and improvement of traditional food processing and opens up new fields of applications. Historical overview Microorganisms are the earliest form of life on earth, first evolving more than three billion years ago. Our ancestors discovered how to harness the power of microorganisms to make new foods, even if they did not know the science behind what they were doing. Milestones 1665—Robert Hooke and Antoni Van Leeuwenhoek first observe and describe microorganisms. 1857–1876—Louis Pasteur proves the function of microorganisms in lactic and alcoholic fermentation. 1881—Emil Christian Hansen isolates Saccharomyces carlsbergensis, a pure yeast culture, which is today widely used in brewing of lager beers. 1889–1896—Herbert William Conn, Vilhelm Storch and Hermann Weigmann demonstrate that bacteria are responsible for the acidification of milk and of cream. 1897—Eduard von Freudenreich isolates Lactobacillus brevis. 1919—Sigurd O Document 2::: Food microbiology is the study of the microorganisms that inhabit, create, or contaminate food. This includes the study of microorganisms causing food spoilage; pathogens that may cause disease (especially if food is improperly cooked or stored); microbes used to produce fermented foods such as cheese, yogurt, bread, beer, and wine; and microbes with other useful roles, such as producing probiotics. Subgroups of bacteria that affect food In the study of bacteria in food, important groups have been subdivided based on certain characteristics. These groupings are not of taxonomic significance: Lactic acid bacteria are bacteria that use carbohydrates to produce lactic acid. The main genera are Lactococcus, Leuconostoc, Pediococcus, Lactobacillus and Streptococcus thermophilus. Acetic acid bacteria like Acetobacter aceti produce acetic acid. Bacteria such as Propionibacterium freudenreichii that produce propionic acid are used to ferment dairy products. Some Clostridium spp. Clostridium butyricum produce butyric acid. Proteolytic bacteria hydrolyze proteins by producing extracellulat proteinases. This group includes bacteria species from the Micrococcus, Staphylococcus, Bacillus, Clostridium, Pseudomonas, Alteromonas, Flavobacterium and Alcaligenes genera, and more limited from Enterobacteriaceae and Brevibacterium. Lipolytic bacteria hydrolyze triglycerides by production of extracellular lipases. This group includes bacteria species from the Micrococcus, Staphylococcus, Pseudomonas, Alteromonas and Flavobacterium genera. Saccharolytic bacteria hydrolyze complex carbohydrates. This group includes bacteria species from the Bacillus, Clostridium, Aeromonas, Pseudomonas and Enterobacter genera. Thermophilic bacteria are able to thrive in high temperatures above 50 Celsius, including genera Bacillus, Clostridium, Pediococcus, Streptococcus, and Lactobacillus. Thermoduric bacteria, including spores, can survive pasteurization. Bacteria that grow in cold temperature Document 3::: Predictive Microbiology is the area of food microbiology where controlling factors in foods and responses of pathogenic and spoilage microorganisms are quantified and modelled by mathematical equations It is based on the thesis that microorganisms' growth and environment are reproducible, and can be modeled. Temperature, pH and water activity impact bacterial behavior. These factors can be changed to control food spoilage. Models can be used to predict pathogen growth in foods. Models are developed in several steps including design, development, validation, and production of an interface to display results. Models can be classified attending to their objective in primary models (describing bacterial growth), secondary models (describing factors affecting bacterial growth) or tertiary models (computer software programs) Document 4::: Industrial microbiology is a branch of biotechnology that applies microbial sciences to create industrial products in mass quantities, often using microbial cell factories. There are multiple ways to manipulate a microorganism in order to increase maximum product yields. Introduction of mutations into an organism may be accomplished by introducing them to mutagens. Another way to increase production is by gene amplification, this is done by the use of plasmids, and vectors. The plasmids and/ or vectors are used to incorporate multiple copies of a specific gene that would allow more enzymes to be produced that eventually cause more product yield. The manipulation of organisms in order to yield a specific product has many applications to the real world like the production of some antibiotics, vitamins, enzymes, amino acids, solvents, alcohol and daily products. Microorganisms play a big role in the industry, with multiple ways to be used. Medicinally, microbes can be used for creating antibiotics in order to treat infection. Microbes can also be used for the food industry as well. Microbes are very useful in creating some of the mass produced products that are consumed by people. The chemical industry also uses microorganisms in order to synthesize amino acids and organic solvents. Microbes can also be used in an agricultural application for use as a biopesticide instead of using dangerous chemicals and or inoculants to help plant proliferation. Medical application The medical application to industrial microbiology is the production of new drugs synthesized in a specific organism for medical purposes. Production of antibiotics is necessary for the treatment of many bacterial infections. Some natural occurring antibiotics and precursors, are produced through a process called fermentation. The microorganisms grow in a liquid media where the population size is controlled in order to yield the greatest amount of product. In this environment nutrient, pH, temperature, an The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Bacteria can be used to make cheese from milk. the bacteria turn the milk sugars into what? A. acetic acid B. lactic acid C. hydrochloric acid D. ionic acid Answer:
sciq-8072	multiple_choice	What is the movement of plates called?	[ "volcanic activity", "plate tectonics", "fracking", "migration" ]	B		Relavent Documents: Document 0::: Maui Nui is a modern geologists' name given to a prehistoric Hawaiian island and the corresponding modern biogeographic region. Maui Nui is composed of four modern islands: Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe. Administratively, the four modern islands comprise Maui County (and a tiny part of Molokaʻi called Kalawao County). Long after the breakup of Maui Nui, the four modern islands retained plant and animal life similar to each other. Thus, Maui Nui is not only a prehistoric island but also a modern biogeographic region. Geology Maui Nui formed and broke up during the Pleistocene Epoch, which lasted from about 2.58 million to 11,700 years ago. Maui Nui is built from seven shield volcanoes. The three oldest are Penguin Bank, West Molokaʻi, and East Molokaʻi, which probably range from slightly over to slightly less than 2 million years old. The four younger volcanoes are Lāna‘i, West Maui, Kaho‘olawe, and Haleakalā, which probably formed between 1.5 and 2 million years ago. At its prime 1.2 million years ago, Maui Nui was , 50% larger than today's Hawaiʻi Island. The island of Maui Nui included four modern islands (Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe) and landmass west of Molokaʻi called Penguin Bank, which is now completely submerged. Maui Nui broke up as rising sea levels flooded the connections between the volcanoes. The breakup was complex because global sea levels rose and fell intermittently during the Quaternary glaciation. About 600,000 years ago, the connection between Molokaʻi and the island of Lāna‘i/Maui/Kahoʻolawe became intermittent. About 400,000 years ago, the connection between Lāna‘i and Maui/Kahoʻolawe also became intermittent. The connection between Maui and Kahoʻolawe was permanently broken between 200,000 and 150,000 years ago. Maui, Lāna‘i, and Molokaʻi were connected intermittently thereafter, most recently about 18,000 years ago during the Last Glacial Maximum. Today, the sea floor between these four islands is relatively shallow Document 1::: The plate theory is a model of volcanism that attributes all volcanic activity on Earth, even that which appears superficially to be anomalous, to the operation of plate tectonics. According to the plate theory, the principal cause of volcanism is extension of the lithosphere. Extension of the lithosphere is a function of the lithospheric stress field. The global distribution of volcanic activity at a given time reflects the contemporaneous lithospheric stress field, and changes in the spatial and temporal distribution of volcanoes reflect changes in the stress field. The main factors governing the evolution of the stress field are: Changes in the configuration of plate boundaries. Vertical motions. Thermal contraction. Lithospheric extension enables pre-existing melt in the crust and mantle to escape to the surface. If extension is severe and thins the lithosphere to the extent that the asthenosphere rises, then additional melt is produced by decompression upwelling. Origins of the plate theory Developed during the late 1960s and 1970s, plate tectonics provided an elegant explanation for most of the Earth's volcanic activity. At spreading boundaries where plates move apart, the asthenosphere decompresses and melts to form new oceanic crust. At subduction zones, slabs of oceanic crust sink into the mantle, dehydrate, and release volatiles which lower the melting temperature and give rise to volcanic arcs and back-arc extensions. Several volcanic provinces, however, do not fit this simple picture and have traditionally been considered exceptional cases which require a non-plate-tectonic explanation. Just prior to the development of plate tectonics in the early 1960s, the Canadian Geophysicist John Tuzo Wilson suggested that chains of volcanic islands form from movement of the seafloor over relatively stationary hotspots in stable centres of mantle convection cells. In the early 1970s, Wilson's idea was revived by the American geophysicist W. Jason Morgan. In Document 2::: Tectonophysics, a branch of geophysics, is the study of the physical processes that underlie tectonic deformation. This includes measurement or calculation of the stress- and strain fields on Earth’s surface and the rheologies of the crust, mantle, lithosphere and asthenosphere. Overview Tectonophysics is concerned with movements in the Earth's crust and deformations over scales from meters to thousands of kilometers. These govern processes on local and regional scales and at structural boundaries, such as the destruction of continental crust (e.g. gravitational instability) and oceanic crust (e.g. subduction), convection in the Earth's mantle (availability of melts), the course of continental drift, and second-order effects of plate tectonics such as thermal contraction of the lithosphere. This involves the measurement of a hierarchy of strains in rocks and plates as well as deformation rates; the study of laboratory analogues of natural systems; and the construction of models for the history of deformation. History Tectonophysics was adopted as the name of a new section of AGU on April 19, 1940, at AGU's 21st Annual Meeting. According to the AGU website (https://tectonophysics.agu.org/agu-100/section-history/), using the words from Norman Bowen, the main goal of the tectonophysics section was to “designate this new borderline field between geophysics, physics and geology … for the solution of problems of tectonics.” Consequently, the claim below that the term was defined in 1954 by Gzolvskii is clearly incorrect. Since 1940 members of AGU had been presenting papers at AGU meetings, the contents of which defined the meaning of the field. Tectonophysics was defined as a field in 1954 when Mikhail Vladimirovich Gzovskii published three papers in the journal Izvestiya Akad. Nauk SSSR, Sireya Geofizicheskaya: "On the tasks and content of tectonophysics", "Tectonic stress fields", and "Modeling of tectonic stress fields". He defined the main goals of tectonophysica Document 3::: Plume tectonics is a geoscientific theory that finds its roots in the mantle doming concept which was especially popular during the 1930s and initially did not accept major plate movements and continental drifting. It has survived from the 1970s until today in various forms and presentations. It has slowly evolved into a concept that recognises and accepts large-scale plate motions such as envisaged by plate tectonics, but placing them in a framework where large mantle plumes are the major driving force of the system. The initial followers of the concept during the first half of the 20th century are scientists like Beloussov and van Bemmelen, and recently the concept has gained interest especially in Japan, through new compiled work on palaeomagnetism, and is still advocated by the group of scientists elaboration upon Earth expansion. It is nowadays generally not accepted as the main theory to explain the driving forces of tectonic plate movements, although numerous modulations on the concept have been proposed. The theory focuses on the movements of mantle plumes under tectonic plates, viewing them as the major driving force of movements of (parts of) the Earth's crust. In its more modern form, conceived in the 1970s, it tries to reconcile in one single geodynamic model the horizontalistic concept of plate tectonics, and the verticalistic concepts of mantle plumes, by the gravitational movement of plates away from major domes of the Earth's crust. The existence of various supercontinents in Earth history and their break-up has been associated recently with major upwellings of the mantle. It is classified together with mantle convection as one of the mechanism that are used to explain the movements of tectonic plates. It also shows affinity with the concept of hot spots which is used in modern-day plate tectonics to generate a framework of specific mantle upwelling points that are relatively stable throughout time and are used to calibrate the plate movements usin Document 4::: The term dynamic topography is used in geodynamics to refer the elevation differences caused by the flow within Earth's mantle. Definition In geodynamics, dynamic topography refers to topography generated by the motion of zones of differing degrees of buoyancy (convection) in Earth's mantle. It is also seen as the residual topography obtained by removing the isostatic contribution from the observed topography (i.e., the topography that cannot be explained by an isostatic equilibrium of the crust or the lithosphere resting on a fluid mantle) and all observed topography due to post-glacial rebound. Elevation differences due to dynamic topography are frequently on the order of a few hundred meters to a couple of kilometers. Large scale surface features due to dynamic topography are mid-ocean ridges and oceanic trenches. Other prominent examples include areas overlying mantle plumes such as the African superswell. The mid-ocean ridges are high due to dynamic topography because the upwelling hot material underneath them pushes them up above the surrounding seafloor. This provides an important driving force in plate tectonics called ridge push: the increased gravitational potential energy of the mid-ocean ridge due to its dynamic uplift causes it to extend and push the surrounding lithosphere away from the ridge axis. Dynamic topography and mantle density variations can explain 90% of the long-wavelength geoid after the hydrostatic ellipsoid is subtracted out. Dynamic topography is the reason why the geoid is high over regions of low-density mantle. If the mantle were static, these low-density regions would be geoid lows. However, these low-density regions move upwards in a mobile, convecting mantle, elevating density interfaces such as the core-mantle boundary, 440 and 670 kilometer discontinuities, and the Earth's surface. Since both the density and the dynamic topography provide approximately the same magnitude of change in the geoid, the resultant geoid is a relati The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the movement of plates called? A. volcanic activity B. plate tectonics C. fracking D. migration Answer:
sciq-2122	multiple_choice	What is it called when plants release water vapor through their leaves?	[ "eutrophication", "transpiration", "photosynthesis", "evaporation" ]	B		Relavent Documents: Document 0::: The soil-plant-atmosphere continuum (SPAC) is the pathway for water moving from soil through plants to the atmosphere. Continuum in the description highlights the continuous nature of water connection through the pathway. The low water potential of the atmosphere, and relatively higher (i.e. less negative) water potential inside leaves, leads to a diffusion gradient across the stomatal pores of leaves, drawing water out of the leaves as vapour. As water vapour transpires out of the leaf, further water molecules evaporate off the surface of mesophyll cells to replace the lost molecules since water in the air inside leaves is maintained at saturation vapour pressure. Water lost at the surface of cells is replaced by water from the xylem, which due to the cohesion-tension properties of water in the xylem of plants pulls additional water molecules through the xylem from the roots toward the leaf. Components The transport of water along this pathway occurs in components, variously defined among scientific disciplines: Soil physics characterizes water in soil in terms of tension, Physiology of plants and animals characterizes water in organisms in terms of diffusion pressure deficit, and Meteorology uses vapour pressure or relative humidity to characterize atmospheric water. SPAC integrates these components and is defined as a: ...concept recognising that the field with all its components (soil, plant, animals and the ambient atmosphere taken together) constitutes a physically integrated, dynamic system in which the various flow processes involving energy and matter occur simultaneously and independently like links in the chain. This characterises the state of water in different components of the SPAC as expressions of the energy level or water potential of each. Modelling of water transport between components relies on SPAC, as do studies of water potential gradients between segments. See also Ecohydrology Evapotranspiration Hydraulic redistribution; a p Document 1::: Evapotranspiration (ET) is the combined processes which move water from the Earth's surface into the atmosphere. It covers both water evaporation (movement of water to the air directly from soil, canopies, and water bodies) and transpiration (evaporation that occurs through the stomata, or openings, in plant leaves). Evapotranspiration is an important part of the local water cycle and climate, and measurement of it plays a key role in agricultural irrigation and water resource management. Definition of evapotranspiration Evapotranspiration is a combination of evaporation and transpiration, measured in order to better understand crop water requirements, irrigation scheduling, and watershed management. The two key components of evapotranspiration are: Evaporation: the movement of water directly to the air from sources such as the soil and water bodies. It can be affected by factors including heat, humidity, solar radiation and wind speed. Transpiration: the movement of water from root systems, through a plant, and exit into the air as water vapor. This exit occurs through stomata in the plant. Rate of transpiration can be influenced by factors including plant type, soil type, weather conditions and water content, and also cultivation practices. Evapotranspiration is typically measured in millimeters of water (i.e. volume of water moved per unit area of the Earth's surface) in a set unit of time. Globally, it is estimated that on average between three-fifths and three-quarters of land precipitation is returned to the atmosphere via evapotranspiration. Evapotranspiration does not, in general, account for other mechanisms which are involved in returning water to the atmosphere, though some of these, such as snow and ice sublimation in regions of high elevation or high latitude, can make a large contribution to atmospheric moisture even under standard conditions. Factors that impact evapotranspiration levels Primary factors Because evaporation and transpiration Document 2::: Excretion is a process in which metabolic waste is eliminated from an organism. In vertebrates this is primarily carried out by the lungs, kidneys, and skin. This is in contrast with secretion, where the substance may have specific tasks after leaving the cell. Excretion is an essential process in all forms of life. For example, in mammals, urine is expelled through the urethra, which is part of the excretory system. In unicellular organisms, waste products are discharged directly through the surface of the cell. During life activities such as cellular respiration, several chemical reactions take place in the body. These are known as metabolism. These chemical reactions produce waste products such as carbon dioxide, water, salts, urea and uric acid. Accumulation of these wastes beyond a level inside the body is harmful to the body. The excretory organs remove these wastes. This process of removal of metabolic waste from the body is known as excretion. Green plants excrete carbon dioxide and water as respiratory products. In green plants, the carbon dioxide released during respiration gets used during photosynthesis. Oxygen is a by product generated during photosynthesis, and exits through stomata, root cell walls, and other routes. Plants can get rid of excess water by transpiration and guttation. It has been shown that the leaf acts as an 'excretophore' and, in addition to being a primary organ of photosynthesis, is also used as a method of excreting toxic wastes via diffusion. Other waste materials that are exuded by some plants — resin, saps, latex, etc. are forced from the interior of the plant by hydrostatic pressures inside the plant and by absorptive forces of plant cells. These latter processes do not need added energy, they act passively. However, during the pre-abscission phase, the metabolic levels of a leaf are high. Plants also excrete some waste substances into the soil around them. In animals, the main excretory products are carbon dioxide, ammoni Document 3::: Guttation is the exudation of drops of xylem sap on the tips or edges of leaves of some vascular plants, such as grasses, and a number of fungi, which are not plants but were previously categorized as such and studied as part of botany. Process At night, transpiration usually does not occur, because most plants have their stomata closed. When there is a high soil moisture level, water will enter plant roots, because the water potential of the roots is lower than in the soil solution. The water will accumulate in the plant, creating a slight root pressure. The root pressure forces some water to exude through special leaf tip or edge structures, hydathodes or water glands, forming drops. Root pressure provides the impetus for this flow, rather than transpirational pull. Guttation is most noticeable when transpiration is suppressed and the relative humidity is high, such as during the night. Guttation formation in fungi is important for visual identification, but the process causing it is unknown. However, due to its association with stages of rapid growth in the life cycle of fungi, it has been hypothesised that during rapid metabolism excess water produced by respiration is exuded. Chemical content Guttation fluid may contain a variety of organic and inorganic compounds, mainly sugars, and potassium. On drying, a white crust remains on the leaf surface. Girolami et al. (2009) found that guttation drops from corn plants germinated from neonicotinoid-coated seeds could contain amounts of insecticide consistently higher than 10 mg/L, and up to 200 mg/L for the neonicotinoid imidacloprid. Concentrations this high are near those of active ingredients applied in field sprays for pest control and sometimes even higher. It was found that when bees consume guttation drops collected from plants grown from neonicotinoid-coated seeds, they die within a few minutes. This phenomenon may be a factor in bee deaths and, consequently, colony collapse disorder. Nitrogen levels Document 4::: Ecophysiology (from Greek , oikos, "house(hold)"; , physis, "nature, origin"; and , -logia), environmental physiology or physiological ecology is a biological discipline that studies the response of an organism's physiology to environmental conditions. It is closely related to comparative physiology and evolutionary physiology. Ernst Haeckel's coinage bionomy is sometimes employed as a synonym. Plants Plant ecophysiology is concerned largely with two topics: mechanisms (how plants sense and respond to environmental change) and scaling or integration (how the responses to highly variable conditions—for example, gradients from full sunlight to 95% shade within tree canopies—are coordinated with one another), and how their collective effect on plant growth and gas exchange can be understood on this basis. In many cases, animals are able to escape unfavourable and changing environmental factors such as heat, cold, drought or floods, while plants are unable to move away and therefore must endure the adverse conditions or perish (animals go places, plants grow places). Plants are therefore phenotypically plastic and have an impressive array of genes that aid in acclimating to changing conditions. It is hypothesized that this large number of genes can be partly explained by plant species' need to live in a wider range of conditions. Light Light is the food of plants, i.e. the form of energy that plants use to build themselves and reproduce. The organs harvesting light in plants are leaves and the process through which light is converted into biomass is photosynthesis. The response of photosynthesis to light is called light response curve of net photosynthesis (PI curve). The shape is typically described by a non-rectangular hyperbola. Three quantities of the light response curve are particularly useful in characterising a plant's response to light intensities. The inclined asymptote has a positive slope representing the efficiency of light use, and is called quantum The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is it called when plants release water vapor through their leaves? A. eutrophication B. transpiration C. photosynthesis D. evaporation Answer:
sciq-11596	multiple_choice	What do people build to protect areas from floods?	[ "reinforced walls", "dams", "drains", "sewers" ]	B		Relavent Documents: Document 0::: The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields. Description The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions. The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.” Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers. Current efforts The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo Document 1::: The Mississippi River Basin Model Waterways Experiment Station, located near Clinton, Mississippi, was a large-scale hydraulic model of the entire Mississippi River basin, covering an area of 200 acres. The model was built from 1943 to 1966 and in operation from 1949 until 1973. By comparison, the better known San Francisco Bay Model covers 1.5 acres and the Chesapeake Bay Model covers 8 acres. The model is now derelict, but open to the public within Buddy Butts Park, Jackson. Background Large scale, localised flood control measures such as levees had been constructed since the early 1900s, especially in the decade after the Great Mississippi Flood of 1927 and following the Flood Control Act 1936. From 1928 onwards, the Army Corps of Engineers built a huge number of locks, run-off channels and extended and raised existing levees. These control measures only targeted single sites, and did not look at the entire river system. There had already been extensive modelling of individual sections of the river at the Waterways Experiment Station in Vicksburg, including a 1060 ft long model of the 600 river miles from Helena, Arkansas to Donaldsonville, Louisiana, but in early 1937 it was clear that impact of control measures were not completely successful. In 1941 Eugene Reybold proposed a large-scale hydraulic model which would allow the engineers to simulate weather, floods and evaluate the effect of flood control measures on the entire system. This would cover approximately 200 acres, include all existing and proposed control measures, and a network of streams nearly 8 miles in total length. Design The scale of the model was 1:100 vertical and 1:2000 horizontal. At this scale, the Appalachian Mountains are raised 20 ft above the Gulf of Mexico, the Rocky Mountains by 50 ft. The larger vertical scale was thought to reduce surface-tension and therefore better simulate turbulence. The model used individually cast 10 ft x 10 ft (approximate) concrete panels, 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::: Hazus is a geographic information system-based natural hazard analysis tool developed and freely distributed by the Federal Emergency Management Agency (FEMA). In 1997 FEMA released its first edition of a commercial off-the-shelf loss and risk assessment software package built on GIS technology. This product was termed HAZUS97. The current version is Hazus-MH 4.0 (where MH stands for 'Multi-Hazard') and was released in 2017. Currently, Hazus can model multiple types of hazards: flooding, hurricanes, coastal surge, tsunamis, and earthquakes. The model estimates the risk in three steps. First, it calculates the exposure for a selected area. Second, it characterizes the level or intensity of the hazard affecting the exposed area. Lastly, it uses the exposed area and the hazard to calculate the potential losses in terms of economic losses, structural damage, etc. Although it was developed with the US continent in focus, the Hazus toolset has been adopted by emergency management organizations worldwide such as Singapore, Canada, Australia, and Pakistan. Description US nationally applicable standardized methodology that contains models for estimating potential losses from earthquakes, floods and hurricanes. Hazus uses Geographic Information Systems (GIS) technology to estimate physical, economic and social impacts of disasters. It graphically illustrates the limits of identified high-risk locations due to earthquake, hurricane and floods. Users can then visualize the spatial relationships between populations and other more permanently fixed geographic assets or resources for the specific hazard being modeled, a crucial function in the pre-disaster planning process. Hazus is used for mitigation and recovery, as well as preparedness and response. Government planners, GIS specialists and emergency managers use Hazus to determine losses and the most beneficial mitigation approaches to take to minimize them. Hazus can be used in the assessment step in the mitigation p Document 4::: The Everglades Nutrient Removal Project (ENRP) was a demonstration-scale wetland project proposed by the Everglades Forever Act. Functioning as a prototype for the much larger scale Everglades Construction Project, the ENRP was designed to model the process of using Stormwater treatment areas (STAs) to remove nutrients, especially phosphorus, from agricultural runoff entering the Everglades. Description Changes in the biotic integrity of the Everglades ecosystem has been largely attributed to the introduction of nutrient-rich runoff from the Everglades Agricultural Area. In 1994, The Everglades Forever Act authorized a 40,000-acre construction project (the Everglades Construction Program) that would use STAs as a way to clean water headed for Everglades National Park of nutrients that would throw the fragile ecosystem out of balance. Never before had a project of that size been managed and so the ENRP was created as an opportunity to gain perspective in the construction and operation of wetlands for nutrient removal. It was designed using 3,815 acres of land as opposed to the 40,000+ acres proposed for the final project. Its primary goal was to reduce the levels of phosphorus entering Water Conservation Area 1 (WCA-1) and to offer critical data and insight into the design and operation of the much larger scale project to come. Management The South Florida Water Management District (SFWMD) conducted construction, research and monitoring of the project. This required building structural elements like levees and pump stations and also establishing vegetation. Particular emergent plants such as cattails were employed for their ability to uptake phosphorus out of the water as a means of short term removal, as well as absorbing nutrients into dead plant matter and soil particles for long term removal. Information gained from the experiment allowed for SFWMD to both anticipate potential problems and ensure that optimized phosphorus retention results could be achieved b The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do people build to protect areas from floods? A. reinforced walls B. dams C. drains D. sewers Answer:
sciq-662	multiple_choice	What mammalian structure allows the exchange of gases, nutrients, and other substances between the fetus and mother?	[ "notochord", "placenta", "uterus", "mitochondria" ]	B		Relavent Documents: Document 0::: The placenta of humans, and certain other mammals contains structures known as cotyledons, which transmit fetal blood and allow exchange of oxygen and nutrients with the maternal blood. Ruminants The Artiodactyla have a cotyledonary placenta. In this form of placenta the chorionic villi form a number of separate circular structures (cotyledons) which are distributed over the surface of the chorionic sac. Sheep, goats and cattle have between 72 and 125 cotyledons whereas deer have 4-6 larger cotyledons. Human The form of the human placenta is generally classified as a discoid placenta. Within this the cotyledons are the approximately 15-25 separations of the decidua basalis of the placenta, separated by placental septa. Each cotyledon consists of a main stem of a chorionic villus as well as its branches and sub-branches. Vasculature The cotyledons receive fetal blood from chorionic vessels, which branch off cotyledon vessels into the cotyledons, which, in turn, branch into capillaries. The cotyledons are surrounded by maternal blood, which can exchange oxygen and nutrients with the fetal blood in the capillaries. Document 1::: In the placenta, the intervillous space is the space between chorionic villi, and contains maternal blood. The trophoblast, which is a collection of cells that invades the maternal endometrium to gain access to nutrition for the fetus, proliferates rapidly and forms a network of branching processes which cover the entire embryo and invade and destroy the maternal tissues. With this physiologic destructive process, the maternal blood vessels of the endometrium are opened, with the result that the spaces in the trophoblastic network are filled with maternal blood; these spaces communicate freely with one another and become greatly distended and form the intervillous space from which the fetus gains nutrition. Maternal arteries and veins directly enter the intervillous space after 8 weeks gestation, and the intervillous space will contain about a unit of blood (400–500 mL). Much of this blood is returned to the mother with normal uterine contractions; thus, when a woman has a cesarean section, she is liable to lose more blood than a woman who has a vaginal delivery, as the blood from the intervillous space is not pushed back toward her body during such a delivery. Document 2::: Chorionic villi are villi that sprout from the chorion to provide maximal contact area with maternal blood. They are an essential element in pregnancy from a histomorphologic perspective, and are, by definition, a product of conception. Branches of the umbilical arteries carry embryonic blood to the villi. After circulating through the capillaries of the villi, blood returns to the embryo through the umbilical vein. Thus, villi are part of the border between maternal and fetal blood during pregnancy. Structure Villi can also be classified by their relations: Floating villi float freely in the intervillous space. They exhibit a bi-layered epithelium consisting of cytotrophoblasts with overlaying syncytium (syncytiotrophoblast). Anchoring (stem) villi stabilize the mechanical integrity of the placental-maternal interface. Development The chorion undergoes rapid proliferation and forms numerous processes, the chorionic villi, which invade and destroy the uterine decidua and at the same time absorb from it nutritive materials for the growth of the embryo. They undergo several stages, depending on their composition. Until about the end of the second month of pregnancy, the villi cover the entire chorion, and are almost uniform in size—but after then, they develop unequally. Microanatomy The bulk of the villi consist of connective tissues that contain blood vessels. Most of the cells in the connective tissue core of the villi are fibroblasts. Macrophages known as Hofbauer cells are also present. Clinical significance Use for prenatal diagnosis In 1983, an Italian biologist named Giuseppe Simoni discovered a new method of prenatal diagnosis using chorionic villi. Stem cell Chorionic villi are a rich source of stem cells. Biocell Center, a biotech company managed by Giuseppe Simoni, is studying and testing these types of stem cells. Chorionic stem cells, like amniotic stem cells, are uncontroversial multipotent stem cells. Infections Recent studies indicate th Document 3::: Amniotes are animals belonging to the clade Amniota, a large group of tetrapod vertebrates that comprises the vast majority of living terrestrial vertebrates. Amniotes evolved from amphibian ancestors during the Carboniferous period and further diverged into two groups, namely the sauropsids (including all reptiles and birds) and synapsids (including mammals and extinct ancestors like "pelycosaurs" and therapsids). They are distinguished from the other living tetrapod clade — the lissamphibians (frogs/toads, salamanders, newts and caecilians) — by the development of three extraembryonic membranes (amnion for embryonic protection, chorion for gas exchange, and allantois for metabolic waste disposal or storage), thicker and keratinized skin, and costal respiration (breathing by expanding/constricting the rib cage). All three main amniote features listed above, namely the presence of an amniotic buffer, water-impermeable cutes and a robust air-breathing respiratory system, are very important for living on land as true terrestrial animals — the ability to survive and procreate in locations away from water bodies, better homeostasis in drier environments, and more efficient non-aquatic gas exchange to power terrestrial locomotions, although they might still require regular access to drinking water for rehydration like the semiaquatic amphibians do. Because the amnion and the fluid it secretes shields the embryo from environmental fluctuations, amniotes can reproduce on dry land by either laying shelled eggs (reptiles, birds and monotremes) or nurturing fertilized eggs within the mother (marsupial and placental mammals), unlike anamniotes (fish and amphibians) that have to spawn in or closely adjacent to aquatic environments. Additional unique features are the presence of adrenocortical and chromaffin tissues as a discrete pair of glands near their kidneys, which are more complex, the presence of an astragalus for better extremity range of motion, and the complete loss o Document 4::: The amniotic fluid is the protective liquid contained by the amniotic sac of a gravid amniote. This fluid serves as a cushion for the growing fetus, but also serves to facilitate the exchange of nutrients, water, and biochemical products between mother and fetus. For humans, the amniotic fluid is commonly called water or waters (Latin liquor amnii). Development Amniotic fluid is present from the formation of the gestational sac. Amniotic fluid is in the amniotic sac. It is generated from maternal plasma, and passes through the fetal membranes by osmotic and hydrostatic forces. When fetal kidneys begin to function around week 16, fetal urine also contributes to the fluid. In earlier times, it was believed that the amniotic fluid was composed entirely of excreted fetal urine. The fluid is absorbed through the fetal tissue and skin. After 22 to 25 week of pregnancy, keratinization of an embryo's skin occurs. When this process completes around the 25th week, the fluid is primarily absorbed by the fetal gut for the remainder of gestation. Contents At first, amniotic fluid is mainly water with electrolytes, but by about the 12–14th week the liquid also contains proteins, carbohydrates, lipids and phospholipids, urea, and extracellular matrix ECM components including collagens and glycosaminoglycans, including hyaluronic acid and chondroitin sulfate, all of which aid in the growth of the fetus. Volume The volume of amniotic fluid changes with the growth of fetus. From the 10th to the 20th week it increases from approximately. Approximately in the 10th–11th week, the breathing and swallowing of the fetus slightly decrease the amount of fluid. Neither urination nor swallowing contributes significantly to fluid quantity changes until the 25th week when keratinization of skin is complete; then the relationship between fluid and fetal growth stops. It reaches a plateau of by the 28-week gestational age. The amount of fluid declines to roughly at 42 weeks. Some sources The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What mammalian structure allows the exchange of gases, nutrients, and other substances between the fetus and mother? A. notochord B. placenta C. uterus D. mitochondria Answer:
ai2_arc-941	multiple_choice	Which substance is a compound?	[ "sodium", "chlorine", "table salt", "salt water" ]	C		Relavent Documents: Document 0::: Sodium hydride is the chemical compound with the empirical formula NaH. This alkali metal hydride is primarily used as a strong yet combustible base in organic synthesis. NaH is a saline (salt-like) hydride, composed of Na+ and H− ions, in contrast to molecular hydrides such as borane, methane, ammonia, and water. It is an ionic material that is insoluble in all solvents (other than molten Na), consistent with the fact that H− ions do not exist in solution. Because of the insolubility of NaH, all reactions involving NaH occur at the surface of the solid. Basic properties and structure NaH is produced by the direct reaction of hydrogen and liquid sodium. Pure NaH is colorless, although samples generally appear grey. NaH is around 40% denser than Na (0.968 g/cm3). NaH, like LiH, KH, RbH, and CsH, adopts the NaCl crystal structure. In this motif, each Na+ ion is surrounded by six H− centers in an octahedral geometry. The ionic radii of H− (146 pm in NaH) and F− (133 pm) are comparable, as judged by the Na−H and Na−F distances. "Inverse sodium hydride" A very unusual situation occurs in a compound dubbed "inverse sodium hydride", which contains H+ and Na− ions. Na− is an alkalide, and this compound differs from ordinary sodium hydride in having a much higher energy content due to the net displacement of two electrons from hydrogen to sodium. A derivative of this "inverse sodium hydride" arises in the presence of the base [36]adamanzane. This molecule irreversibly encapsulates the H+ and shields it from interaction with the alkalide Na−. Theoretical work has suggested that even an unprotected protonated tertiary amine complexed with the sodium alkalide might be metastable under certain solvent conditions, though the barrier to reaction would be small and finding a suitable solvent might be difficult. Applications in organic synthesis As a strong base NaH is a base of wide scope and utility in organic chemistry. As a superbase, it is capable of deprotonating a ra 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::: Salammoniac, also sal ammoniac or salmiac, is a rare naturally occurring mineral composed of ammonium chloride, NH4Cl. It forms colorless, white, or yellow-brown crystals in the isometric-hexoctahedral class. It has very poor cleavage and is brittle to conchoidal fracture. It is quite soft, with a Mohs hardness of 1.5 to 2, and it has a low specific gravity of 1.5. It is water-soluble. Sal ammoniac is also the archaic name for the chemical compound ammonium chloride. History Pliny, in Book XXXI of his Natural History, refers to a salt produced in the Roman province of Cyrenaica named hammoniacum, so called because of its proximity to the nearby Temple of Jupiter Amun (Greek Ἄμμων Ammon). However, the description Pliny gives of the salt does not conform to the properties of ammonium chloride. According to Herbert Hoover's commentary in his English translation of Georgius Agricola's De re metallica, it is likely to have been common sea salt. In any case, that salt ultimately gave ammonia and ammonium compounds their name. The first attested reference to sal ammoniac as ammonium chloride is in the Pseudo-Geber work De inventione veritatis, where a preparation of sal ammoniac is given in the chapter De Salis armoniaci præparatione, salis armoniaci being a common name in the Middle Ages for sal ammoniac. It typically forms as encrustations formed by sublimation around volcanic vents and is found around volcanic fumaroles, guano deposits and burning coal seams. Associated minerals include sodium alum, native sulfur and other fumarole minerals. Notable occurrences include Tajikistan; Mount Vesuvius, Italy; and Parícutin, Michoacan, Mexico. Uses It is commonly used to clean the soldering iron in the soldering of stained-glass windows. Metal refining In jewellery-making and the refining of precious metals, potassium carbonate is added to gold and silver in a borax-coated crucible to purify iron or steel filings that may have contaminated the scrap. It is then air-coo Document 3::: With Sn2+ ions, N2O is formed: 2 HNO2 + 6 HCl + 2 SnCl2 → 2 SnCl4 + N2O + 3 H2O + 2 KCl With SO2 gas, NH2OH is formed: 2 HNO2 + 6 H2O + 4 SO2 → 3 H2SO4 + K2SO4 + 2 NH2OH With Zn in alkali solution, NH3 is formed: 5 H2O + KNO2 + 3 Zn → NH3 + KOH + 3 Zn(OH)2 With , both HN3 Document 4::: Chlorthiamide is an organic compound with the chemical formula C7H5Cl2NS used as an herbicide. Chloroarenes Herbicides Thioamides The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which substance is a compound? A. sodium B. chlorine C. table salt D. salt water Answer:
sciq-1923	multiple_choice	What type of numerical figure is important in considering the precision and accuracy of a number?	[ "component", "significant", "insignificant", "exponent" ]	B		Relavent Documents: Document 0::: Significant figures, also referred to as significant digits or sig figs, are specific digits within a number written in positional notation that carry both reliability and necessity in conveying a particular quantity. When presenting the outcome of a measurement (such as length, pressure, volume, or mass), if the number of digits exceeds what the measurement instrument can resolve, only the number of digits within the resolution's capability are dependable and therefore considered significant. For instance, if a length measurement yields 114.8 mm, using a ruler with the smallest interval between marks at 1 mm, the first three digits (1, 1, and 4, representing 114 mm) are certain and constitute significant figures. Even digits that are uncertain yet reliable are also included in the significant figures. In this scenario, the last digit (8, contributing 0.8 mm) is likewise considered significant despite its uncertainty. Therefore, this measurement contains four significant figures. Another example involves a volume measurement of 2.98 L with an uncertainty of ± 0.05 L. The actual volume falls between 2.93 L and 3.03 L. Even if certain digits are not completely known, they are still significant if they are reliable, as they indicate the actual volume within an acceptable range of uncertainty. In this case, the actual volume might be 2.94 L or possibly 3.02 L, so all three digits are considered significant. Thus, there are three significant figures in this example. The following types of digits are not considered significant: Leading zeros. For instance, 013 kg has two significant figures—1 and 3—while the leading zero is insignificant since it does not impact the mass indication; 013 kg is equivalent to 13 kg, rendering the zero unnecessary. Similarly, in the case of 0.056 m, there are two insignificant leading zeros since 0.056 m is the same as 56 mm, thus the leading zeros do not contribute to the length indication. Trailing zeros when they serve as placeholder Document 1::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 2::: In computer science, the precision of a numerical quantity is a measure of the detail in which the quantity is expressed. This is usually measured in bits, but sometimes in decimal digits. It is related to precision in mathematics, which describes the number of digits that are used to express a value. Some of the standardized precision formats are Half-precision floating-point format Single-precision floating-point format Double-precision floating-point format Quadruple-precision floating-point format Octuple-precision floating-point format Of these, octuple-precision format is rarely used. The single- and double-precision formats are most widely used and supported on nearly all platforms. The use of half-precision format has been increasing especially in the field of machine learning since many machine learning algorithms are inherently error-tolerant. Rounding error Precision is often the source of rounding errors in computation. The number of bits used to store a number will often cause some loss of accuracy. An example would be to store "sin(0.1)" in IEEE single precision floating point standard. The error is then often magnified as subsequent computations are made using the data (although it can also be reduced). See also Arbitrary-precision arithmetic Extended precision Granularity IEEE754 (IEEE floating point standard) Integer (computer science) Significant figures Truncation Approximate computing 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::: 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 numerical figure is important in considering the precision and accuracy of a number? A. component B. significant C. insignificant D. exponent Answer:
sciq-10736	multiple_choice	Exemplified by cesium, which ignites spontaneously in air, pure elements with a high metallic character tend to be very what?	[ "inactive", "proactive", "radiactive", "reactive" ]	D		Relavent Documents: Document 0::: A nonmetal is a chemical element that mostly lacks metallic properties. Seventeen elements are generally considered nonmetals, though some authors recognize more or fewer depending on the properties considered most representative of metallic or nonmetallic character. Some borderline elements further complicate the situation. Nonmetals tend to have low density and high electronegativity (the ability of an atom in a molecule to attract electrons to itself). They range from colorless gases like hydrogen to shiny solids like the graphite form of carbon. Nonmetals are often poor conductors of heat and electricity, and when solid tend to be brittle or crumbly. In contrast, metals are good conductors and most are pliable. While compounds of metals tend to be basic, those of nonmetals tend to be acidic. The two lightest nonmetals, hydrogen and helium, together make up about 98% of the observable ordinary matter in the universe by mass. Five nonmetallic elements—hydrogen, carbon, nitrogen, oxygen, and silicon—make up the overwhelming majority of the Earth's crust, atmosphere, oceans and biosphere. The distinct properties of nonmetallic elements allow for specific uses that metals often cannot achieve. Elements like hydrogen, oxygen, carbon, and nitrogen are essential building blocks for life itself. Moreover, nonmetallic elements are integral to industries such as electronics, energy storage, agriculture, and chemical production. Most nonmetallic elements were not identified until the 18th and 19th centuries. While a distinction between metals and other minerals had existed since antiquity, a basic classification of chemical elements as metallic or nonmetallic emerged only in the late 18th century. Since then nigh on two dozen properties have been suggested as single criteria for distinguishing nonmetals from metals. Definition and applicable elements Properties mentioned hereafter refer to the elements in their most stable forms in ambient conditions unless otherwise 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::: Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals. Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals. Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic. Properties Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness Group 1 Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of Document 3::: can be broadly divided into metals, metalloids, and nonmetals according to their shared physical and chemical properties. All metals have a shiny appearance (at least when freshly polished); are good conductors of heat and electricity; form alloys with other metals; and have at least one basic oxide. Metalloids are metallic-looking brittle solids that are either semiconductors or exist in semiconducting forms, and have amphoteric or weakly acidic oxides. Typical nonmetals have a dull, coloured or colourless appearance; are brittle when solid; are poor conductors of heat and electricity; and have acidic oxides. Most or some elements in each category share a range of other properties; a few elements have properties that are either anomalous given their category, or otherwise extraordinary. Properties Metals Metals appear lustrous (beneath any patina); form mixtures (alloys) when combined with other metals; tend to lose or share electrons when they react with other substances; and each forms at least one predominantly basic oxide. Most metals are silvery looking, high density, relatively soft and easily deformed solids with good electrical and thermal conductivity, closely packed structures, low ionisation energies and electronegativities, and are found naturally in combined states. Some metals appear coloured (Cu, Cs, Au), have low densities (e.g. Be, Al) or very high melting points (e.g. W, Nb), are liquids at or near room temperature (e.g. Hg, Ga), are brittle (e.g. Os, Bi), not easily machined (e.g. Ti, Re), or are noble (hard to oxidise, e.g. Au, Pt), or have nonmetallic structures (Mn and Ga are structurally analogous to, respectively, white P and I). Metals comprise the large majority of the elements, and can be subdivided into several different categories. From left to right in the periodic table, these categories include the highly reactive alkali metals; the less-reactive alkaline earth metals, lanthanides, and radioactive actinides; the archetypal tran Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Exemplified by cesium, which ignites spontaneously in air, pure elements with a high metallic character tend to be very what? A. inactive B. proactive C. radiactive D. reactive Answer:
sciq-1471	multiple_choice	Atoms of one element can be transformed into another through which process?	[ "nuclear reactions", "developed reactions", "longer reactions", "magnetic reactions" ]	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::: Nuclear transmutation is the conversion of one chemical element or an isotope into another chemical element. Nuclear transmutation occurs in any process where the number of protons or neutrons in the nucleus of an atom is changed. A transmutation can be achieved either by nuclear reactions (in which an outside particle reacts with a nucleus) or by radioactive decay, where no outside cause is needed. Natural transmutation by stellar nucleosynthesis in the past created most of the heavier chemical elements in the known existing universe, and continues to take place to this day, creating the vast majority of the most common elements in the universe, including helium, oxygen and carbon. Most stars carry out transmutation through fusion reactions involving hydrogen and helium, while much larger stars are also capable of fusing heavier elements up to iron late in their evolution. Elements heavier than iron, such as gold or lead, are created through elemental transmutations that can naturally occur in supernovae. One goal of alchemy, the transmutation of base substances into gold, is now known to be impossible by chemical means but possible by physical means. As stars begin to fuse heavier elements, substantially less energy is released from each fusion reaction. This continues until it reaches iron which is produced by an endothermic reaction consuming energy. No heavier element can be produced in such conditions. One type of natural transmutation observable in the present occurs when certain radioactive elements present in nature spontaneously decay by a process that causes transmutation, such as alpha or beta decay. An example is the natural decay of potassium-40 to argon-40, which forms most of the argon in the air. Also on Earth, natural transmutations from the different mechanisms of natural nuclear reactions occur, due to cosmic ray bombardment of elements (for example, to form carbon-14), and also occasionally from natural neutron bombardment (for example, see Document 2::: Atomic energy or energy of atoms is energy carried by atoms. The term originated in 1903 when Ernest Rutherford began to speak of the possibility of atomic energy. H. G. Wells popularized the phrase "splitting the atom", before discovery of the atomic nucleus. Atomic energy includes: Nuclear binding energy, the energy required to split a nucleus of an atom. Nuclear potential energy, the potential energy of the particles inside an atomic nucleus. Nuclear reaction, a process in which nuclei or nuclear particles interact, resulting in products different from the initial ones; see also nuclear fission and nuclear fusion. Radioactive decay, the set of various processes by which unstable atomic nuclei (nuclides) emit subatomic particles. The energy of inter-atomic or chemical bonds, which holds atoms together in compounds. Atomic energy is the source of nuclear power, which uses sustained nuclear fission to generate heat and electricity. It is also the source of the explosive force of an atomic bomb. Document 3::: In nuclear physics and nuclear chemistry, a nuclear reaction is a process in which two nuclei, or a nucleus and an external subatomic particle, collide to produce one or more new nuclides. Thus, a nuclear reaction must cause a transformation of at least one nuclide to another. If a nucleus interacts with another nucleus or particle and they then separate without changing the nature of any nuclide, the process is simply referred to as a type of nuclear scattering, rather than a nuclear reaction. In principle, a reaction can involve more than two particles colliding, but because the probability of three or more nuclei to meet at the same time at the same place is much less than for two nuclei, such an event is exceptionally rare (see triple alpha process for an example very close to a three-body nuclear reaction). The term "nuclear reaction" may refer either to a change in a nuclide induced by collision with another particle or to a spontaneous change of a nuclide without collision. Natural nuclear reactions occur in the interaction between cosmic rays and matter, and nuclear reactions can be employed artificially to obtain nuclear energy, at an adjustable rate, on-demand. Nuclear chain reactions in fissionable materials produce induced nuclear fission. Various nuclear fusion reactions of light elements power the energy production of the Sun and stars. History In 1919, Ernest Rutherford was able to accomplish transmutation of nitrogen into oxygen at the University of Manchester, using alpha particles directed at nitrogen 14N + α → 17O + p. This was the first observation of an induced nuclear reaction, that is, a reaction in which particles from one decay are used to transform another atomic nucleus. Eventually, in 1932 at Cambridge University, a fully artificial nuclear reaction and nuclear transmutation was achieved by Rutherford's colleagues John Cockcroft and Ernest Walton, who used artificially accelerated protons against lithium-7, to split the nucleus into t Document 4::: In nuclear physics and chemistry, the value for a reaction is the amount of energy absorbed or released during the nuclear reaction. The value relates to the enthalpy of a chemical reaction or the energy of radioactive decay products. It can be determined from the masses of reactants and products. values affect reaction rates. In general, the larger the positive value for the reaction, the faster the reaction proceeds, and the more likely the reaction is to "favor" the products. where the masses are in atomic mass units. Also, both and are the sums of the reactant and product masses respectively. Definition The conservation of energy, between the initial and final energy of a nuclear process enables the general definition of based on the mass–energy equivalence. For any radioactive particle decay, the kinetic energy difference will be given by: where denotes the kinetic energy of the mass . A reaction with a positive value is exothermic, i.e. has a net release of energy, since the kinetic energy of the final state is greater than the kinetic energy of the initial state. A reaction with a negative value is endothermic, i.e. requires a net energy input, since the kinetic energy of the final state is less than the kinetic energy of the initial state. Observe that a chemical reaction is exothermic when it has a negative enthalpy of reaction, in contrast a positive value in a nuclear reaction. The value can also be expressed in terms of the Mass excess of the nuclear species as: Proof The mass of a nucleus can be written as where is the mass number (sum of number of protons and neutrons) and MeV/c. Note that the count of nucleons is conserved in a nuclear reaction. Hence, and . Applications Chemical values are measurement in calorimetry. Exothermic chemical reactions tend to be more spontaneous and can emit light or heat, resulting in runaway feedback(i.e. explosions). values are also featured in particle physics. For example, The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Atoms of one element can be transformed into another through which process? A. nuclear reactions B. developed reactions C. longer reactions D. magnetic reactions Answer:
ai2_arc-1020	multiple_choice	Wind turbines are being used to generate electricity in many parts of the United States. One advantage of wind turbines is that no fossil fuels are burned. Which of the following is a disadvantage of wind turbines?	[ "Wind turbines can emit dangerous radiation if damaged.", "Wind turbine farms must be located near large bodies of water.", "Wind turbines do not produce energy until many years after being built.", "Wind turbine farms require a lot of area compared to how much energy they produce." ]	D		Relavent Documents: Document 0::: A wind turbine is a device that converts the kinetic energy of wind into electrical energy. , hundreds of thousands of large turbines, in installations known as wind farms, were generating over 650 gigawatts of power, with 60 GW added each year. Wind turbines are an increasingly important source of intermittent renewable energy, and are used in many countries to lower energy costs and reduce reliance on fossil fuels. One study claimed that, wind had the "lowest relative greenhouse gas emissions, the least water consumption demands and the most favorable social impacts" compared to photovoltaic, hydro, geothermal, coal and gas energy sources. Smaller wind turbines are used for applications such as battery charging and remote devices such as traffic warning signs. Larger turbines can contribute to a domestic power supply while selling unused power back to the utility supplier via the electrical grid. Wind turbines are manufactured in a wide range of sizes, with either horizontal or vertical axes, though horizontal is most common. History The windwheel of Hero of Alexandria (10–70 CE) marks one of the first recorded instances of wind powering a machine. However, the first known practical wind power plants were built in Sistan, an Eastern province of Persia (now Iran), from the 7th century. These "Panemone" were vertical axle windmills, which had long vertical drive shafts with rectangular blades. Made of six to twelve sails covered in reed matting or cloth material, these windmills were used to grind grain or draw up water, and were used in the gristmilling and sugarcane industries. Wind power first appeared in Europe during the Middle Ages. The first historical records of their use in England date to the 11th and 12th centuries; there are reports of German crusaders taking their windmill-making skills to Syria around 1190. By the 14th century, Dutch windmills were in use to drain areas of the Rhine delta. Advanced wind turbines were described by Croatian invent Document 1::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 2::: The tip-speed ratio, λ, or TSR for wind turbines is the ratio between the tangential speed of the tip of a blade and the actual speed of the wind, . The tip-speed ratio is related to efficiency, with the optimum varying with blade design. Higher tip speeds result in higher noise levels and require stronger blades due to larger centrifugal forces. The tip speed of the blade can be calculated as times R, where is the rotational speed of the rotor in radians/second, and R is the rotor radius in metres. Therefore, we can also write: where is the wind speed in metres/second at the height of the blade hub. Cp–λ curves The power coefficient, is a quantity that expresses what fraction of the power in the wind is being extracted by the wind turbine. It is generally assumed to be a function of both tip-speed ratio and pitch angle. Below is a plot of the variation of the power coefficient with variations in the tip-speed ratio when the pitch is held constant: The case for variable speed wind turbines Originally, wind turbines were fixed speed. This has the benefit that the rotor speed in the generator is constant, thus the frequency of the AC voltage is fixed. This allows the wind turbine to be directly connected to a transmission system. However, from the figure above, we can see that the power coefficient is a function of the tip-speed ratio. By extension, the efficiency of the wind turbine is a function of the tip-speed ratio. Ideally, one would like to have a turbine operating at the maximum value of at all wind speeds. This means that as the wind speed changes, the rotor speed must change to such that . A wind turbine with a variable rotor speed is called a variable speed wind turbine. Whilst this does mean that the wind turbine operates at or close to for a range of wind speeds, the frequency of the AC voltage generator will not be constant. This can be seen in the following equation: where is the rotor angular speed, is the frequency of the AC volta Document 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::: An airborne wind turbine is a design concept for a wind turbine with a rotor supported in the air without a tower, thus benefiting from the higher velocity and persistence of wind at high altitudes, while avoiding the expense of tower construction, or the need for slip rings or yaw mechanism. An electrical generator may be on the ground or airborne. Challenges include safely suspending and maintaining turbines hundreds of meters off the ground in high winds and storms, transferring the harvested and/or generated power back to earth, and interference with aviation. Airborne wind turbines may operate in low or high altitudes; they are part of a wider class of Airborne Wind Energy Systems (AWES) addressed by high-altitude wind power and crosswind kite power. When the generator is on the ground, then the tethered aircraft need not carry the generator mass or have a conductive tether. When the generator is aloft, then a conductive tether would be used to transmit energy to the ground or used aloft or beamed to receivers using microwave or laser. Kites and helicopters come down when there is insufficient wind; kytoons and blimps may resolve the matter with other disadvantages. Also, bad weather such as lightning or thunderstorms, could temporarily suspend use of the machines, probably requiring them to be brought back down to the ground and covered. Some schemes require a long power cable and, if the turbine is high enough, a prohibited airspace zone. As of 2022, few commercial airborne wind turbines are in regular operation. Aerodynamic variety An aerodynamic airborne wind power system relies on the wind for support. In one class, the generator is aloft; an aerodynamic structure resembling a kite, tethered to the ground, extracts wind energy by supporting a wind turbine. In another class of devices, such as crosswind kite power, generators are on the ground; one or more airfoils or kites exert force on a tether, which is converted to electrical energy. An airborne tur The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Wind turbines are being used to generate electricity in many parts of the United States. One advantage of wind turbines is that no fossil fuels are burned. Which of the following is a disadvantage of wind turbines? A. Wind turbines can emit dangerous radiation if damaged. B. Wind turbine farms must be located near large bodies of water. C. Wind turbines do not produce energy until many years after being built. D. Wind turbine farms require a lot of area compared to how much energy they produce. Answer:
sciq-791	multiple_choice	Combining the voltages of the oxidation and reduction half reactions helps to determine what?	[ "moisture", "magnetic", "slimy", "voltage" ]	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 values below are standard apparent reduction potentials for electro-biochemical half-reactions measured at 25 °C, 1 atmosphere and a pH of 7 in aqueous solution. The actual physiological potential depends on the ratio of the reduced () and oxidized () forms according to the Nernst equation and the thermal voltage. When an oxidizer () accepts a number z of electrons () to be converted in its reduced form (), the half-reaction is expressed as: + z → The reaction quotient (r) is the ratio of the chemical activity (ai) of the reduced form (the reductant, aRed) to the activity of the oxidized form (the oxidant, aox). It is equal to the ratio of their concentrations (Ci) only if the system is sufficiently diluted and the activity coefficients (γi) are close to unity (ai = γi Ci): The Nernst equation is a function of and can be written as follows: At chemical equilibrium, the reaction quotient of the product activity (aRed) by the reagent activity (aOx) is equal to the equilibrium constant () of the half-reaction and in the absence of driving force () the potential () also becomes nul. The numerically simplified form of the Nernst equation is expressed as: Where is the standard reduction potential of the half-reaction expressed versus the standard reduction potential of hydrogen. For standard conditions in electrochemistry (T = 25 °C, P = 1 atm and all concentrations being fixed at 1 mol/L, or 1 M) the standard reduction potential of hydrogen is fixed at zero by convention as it serves of reference. The standard hydrogen electrode (SHE), with [] = 1 M works thus at a pH = 0. At pH = 7, when [] = 10−7 M, the reduction potential of differs from zero because it depends on pH. Solving the Nernst equation for the half-reaction of reduction of two protons into hydrogen gas gives: In biochemistry and in biological fluids, at pH = 7, it is thus important to note that the reduction potential of the protons () into hydrogen gas is no longer zero Document 2::: Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations. Academic courses Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism. Example universities with CSE majors and departments APJ Abdul Kalam Technological University American International University-B Document 3::: 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::: 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. Combining the voltages of the oxidation and reduction half reactions helps to determine what? A. moisture B. magnetic C. slimy D. voltage Answer:
sciq-9133	multiple_choice	What cause the rippled surface of the ocean?	[ "tides", "earthquakes", "waves", "winds" ]	C		Relavent Documents: Document 0::: Branched flow refers to a phenomenon in wave dynamics, that produces a tree-like pattern involving successive mostly forward scattering events by smooth obstacles deflecting traveling rays or waves. Sudden and significant momentum or wavevector changes are absent, but accumulated small changes can lead to large momentum changes. The path of a single ray is less important than the environs around a ray, which rotate, compress, and stretch around in an area preserving way. Even more revealing are groups, or manifolds of neighboring rays extending over significant zones. Starting rays out from a point but varying their direction over a range, one to the next, or from different points along a line all with the same initial directions are examples of a manifold. Waves have analogous launching conditions, such as a point source spraying in many directions, or an extended plane wave heading on one direction. The ray bending or refraction leads to characteristic structure in phase space and nonuniform distributions in coordinate space that look somehow universal and resemble branches in trees or stream beds. The branches taken on non-obvious paths through the refracting landscape that are indirect and nonlocal results of terrain already traversed. For a given refracting landscape, the branches will look completely different depending on the initial manifold. Examples Two-dimensional electron gas Branched flow was first identified in experiments with a two-dimensional electron gas. Electrons flowing from a quantum point contact were scanned using a scanning probe microscope. Instead of usual diffraction patterns, the electrons flowed forming branching strands that persisted for several correlation lengths of the background potential. Ocean dynamics Focusing of random waves in the ocean can also lead to branched flow. The fluctuation in the depth of the ocean floor can be described as a random potential. A tsunami wave propagating in such medium will form branches which Document 1::: The following outline is provided as an overview of and introduction to Oceanography. Below is a structured list of topics on oceanography. What type of thing is oceanography? Oceanography can be described as all of the following: The study of the physical and biological aspects of the ocean 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. There are several geophysics-related scientific journals. A natural science – one that seeks to elucidate the rules that govern the natural world using empirical and scientific methods. A physical science – one that studies non-living systems. An earth science – one that studies the planet Earth and its surroundings. A biological science – one that studies the effect of organisms on their physical environment. Basic oceanography concepts, processes, theories and terminology Accretion (coastal management) – The process of coastal sediment returning to the visible portion of a beach Acoustic seabed classification – The partitioning of a seabed acoustic image into discrete physical entities or classes Acoustical oceanography – The use of underwater sound to study the sea, its boundaries and its contents Advection – The transport of a substance by bulk motion Ageostrophy – The real condition that works against geostrophic wind or geostrophic currents in the ocean, and works against an exact balance between the Coriolis force and the pressure gradient force Astroo Document 2::: In oceanography, a tidal resonance occurs when the tide excites one of the resonant modes of the ocean. The effect is most striking when a continental shelf is about a quarter wavelength wide. Then an incident tidal wave can be reinforced by reflections between the coast and the shelf edge, the result producing a much higher tidal range at the coast. Famous examples of this effect are found in the Bay of Fundy, where the world's highest tides are reportedly found, and in the Bristol Channel. Less well known is Leaf Bay, part of Ungava Bay near the entrance of Hudson Strait (Canada), which has tides similar to those of the Bay of Fundy. Other resonant regions with large tides include the Patagonian Shelf and on the continental shelf of northwest Australia. Most of the resonant regions are also responsible for large fractions of the total amount of tidal energy dissipated in the oceans. Satellite altimeter data shows that the M2 tide dissipates approximately 2.5 TW, of which 261 GW is lost in the Hudson Bay complex, 208 GW on the European Shelves (including the Bristol Channel), 158 GW on the North-west Australian Shelf, 149 GW in the Yellow Sea and 112 GW on the Patagonian Shelf. Scale of the resonances The speed of long waves in the ocean is given, to a good approximation, by , where g is the acceleration of gravity and h is the depth of the ocean. For a typical continental shelf with a depth of 100 m, the speed is approximately 30 m/s. So if the tidal period is 12 hours, a quarter wavelength shelf will have a width of about 300 km. With a narrower shelf, there is still a resonance but it is mismatched to the frequency of the tides and so has less effect on tidal amplitudes. However the effect is still enough to partly explain why tides along a coast lying behind a continental shelf are often higher than at offshore islands in the deep ocean (one of the additional partial explanations being Green's law). Resonances also generate strong tidal currents and Document 3::: The Antarctic Circumpolar Wave (ACW) is a coupled ocean/atmosphere wave that circles the Southern Ocean in approximately eight years at . Since it is a wave-2 phenomenon (there are two ridges and two troughs in a latitude circle) at each fixed point in space a signal with a period of four years is seen. The wave moves eastward with the prevailing currents. History of the concept Although the "wave" is seen in temperature, atmospheric pressure, sea ice and ocean height, the variations are hard to see in the raw data and need to be filtered to become apparent. Because the reliable record for the Southern Ocean is short (since the early 1980s) and signal processing is needed to reveal its existence, some climatologists doubt the existence of the wave. Others accept its existence but say that it varies in strength over decades. The wave was discovered simultaneously by and . Since then, ideas about the wave structure and maintenance mechanisms have changed and grown: by some accounts it is now to be considered as part of a global ENSO wave. See also Antarctic Circle Antarctic Convergence Document 4::: This list of rogue waves compiles incidents of known and likely rogue waves – also known as freak waves, monster waves, killer waves, and extreme waves. These are dangerous and rare ocean surface waves that unexpectedly reach at least twice the height of the tallest waves around them, and are often described by witnesses as "walls of water". They occur in deep water, usually far out at sea, and are a threat even to capital ships , ocean liners and land structures such as lighthouses. In addition to the incidents listed below, it has also been suggested that these types of waves may be responsible for the loss of several low-flying United States Coast Guard helicopters on search and rescue missions. Background Anecdotal evidence from mariners' testimonies and incidents of wave damage to ships have long suggested rogue waves occurred; however, their scientific measurement was positively confirmed only following measurements of the Draupner wave, a rogue wave at the Draupner platform, in the North Sea on 1 January 1995. During this event, minor damage was inflicted on the platform, confirming that the reading was valid. In modern oceanography, rogue waves are defined not as the biggest possible waves at sea, but instead as extreme sized waves for a given sea state. Many of these encounters are only reported in the media, and are not examples of open ocean rogue waves. Often a huge wave is loosely and incorrectly denoted as a rogue wave. Extremely large waves offer an explanation for the otherwise-inexplicable disappearance of many ocean-going vessels. However, the claim is contradicted by information held by Lloyd's Register. One of the very few cases where evidence suggests a freak wave incident is the 1978 loss of the freighter . This claim, however, is contradicted by other sources, which maintain that, over a time period from 1969 to 1994 alone, rogue waves were responsible for the complete loss of 22 supertankers, often with their entire crew. In 2007, resear The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What cause the rippled surface of the ocean? A. tides B. earthquakes C. waves D. winds Answer:
sciq-6154	multiple_choice	The mechanical and digestive processes have one goal: to convert food into molecules small enough to be absorbed by the epithelial cells of what?	[ "stomach cilia", "alveoli", "intestinal villi", "bile ducts" ]	C		Relavent Documents: Document 0::: Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use. In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag Document 1::: Gastrointestinal physiology is the branch of human physiology that addresses the physical function of the gastrointestinal (GI) tract. The function of the GI tract is to process ingested food by mechanical and chemical means, extract nutrients and excrete waste products. The GI tract is composed of the alimentary canal, that runs from the mouth to the anus, as well as the associated glands, chemicals, hormones, and enzymes that assist in digestion. The major processes that occur in the GI tract are: motility, secretion, regulation, digestion and circulation. The proper function and coordination of these processes are vital for maintaining good health by providing for the effective digestion and uptake of nutrients. Motility The gastrointestinal tract generates motility using smooth muscle subunits linked by gap junctions. These subunits fire spontaneously in either a tonic or a phasic fashion. Tonic contractions are those contractions that are maintained from several minutes up to hours at a time. These occur in the sphincters of the tract, as well as in the anterior stomach. The other type of contractions, called phasic contractions, consist of brief periods of both relaxation and contraction, occurring in the posterior stomach and the small intestine, and are carried out by the muscularis externa. Motility may be overactive (hypermotility), leading to diarrhea or vomiting, or underactive (hypomotility), leading to constipation or vomiting; either may cause abdominal pain. Stimulation The stimulation for these contractions likely originates in modified smooth muscle cells called interstitial cells of Cajal. These cells cause spontaneous cycles of slow wave potentials that can cause action potentials in smooth muscle cells. They are associated with the contractile smooth muscle via gap junctions. These slow wave potentials must reach a threshold level for the action potential to occur, whereupon Ca2+ channels on the smooth muscle open and an action potential Document 2::: The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott. Laureates Laureates of the award have included: - Intestinal absorption of sugars and peptides: from textbook to surprises See also Physiological Society Annual Review Prize Lecture Document 3::: The gastrointestinal wall of the gastrointestinal tract is made up of four layers of specialised tissue. From the inner cavity of the gut (the lumen) outwards, these are: Mucosa Submucosa Muscular layer Serosa or adventitia The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the lumen of the tract and comes into direct contact with digested food (chyme). The mucosa itself is made up of three layers: the epithelium, where most digestive, absorptive and secretory processes occur; the lamina propria, a layer of connective tissue, and the muscularis mucosae, a thin layer of smooth muscle. The submucosa contains nerves including the submucous plexus (also called Meissner's plexus), blood vessels and elastic fibres with collagen, that stretches with increased capacity but maintains the shape of the intestine. The muscular layer surrounds the submucosa. It comprises layers of smooth muscle in longitudinal and circular orientation that also helps with continued bowel movements (peristalsis) and the movement of digested material out of and along the gut. In between the two layers of muscle lies the myenteric plexus (also called Auerbach's plexus). The serosa/adventitia are the final layers. These are made up of loose connective tissue and coated in mucus so as to prevent any friction damage from the intestine rubbing against other tissue. The serosa is present if the tissue is within the peritoneum, and the adventitia if the tissue is retroperitoneal. Structure When viewed under the microscope, the gastrointestinal wall has a consistent general form, but with certain parts differing along its course. Mucosa The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the cavity (lumen) of the tract and comes into direct contact with digested food (chyme). The mucosa is made up of three layers: The epithelium is the innermost layer. It is where most digestive, absorptive and secretory processes occur. The lamina propr Document 4::: The gastrocolic reflex or gastrocolic response is a physiological reflex that controls the motility, or peristalsis, of the gastrointestinal tract following a meal. It involves an increase in motility of the colon consisting primarily of giant migrating contractions, or migrating motor complexes, in response to stretch in the stomach following ingestion and byproducts of digestion entering the small intestine. Thus, this reflex is responsible for the urge to defecate following a meal. The small intestine also shows a similar motility response. The gastrocolic reflex's function in driving existing intestinal contents through the digestive system helps make way for ingested food. The reflex was demonstrated by myoelectric recordings in the colons of animals and humans, which showed an increase in electrical activity within as little as 15 minutes after eating. The recordings also demonstrated that the gastrocolic reflex is uneven in its distribution throughout the colon. The sigmoid colon is more greatly affected than the rest of the colon in terms of a phasic response, recurring periods of contraction followed by relaxation, in order to propel food distally into the rectum; however, the tonic response across the colon is uncertain. These contractions are generated by the muscularis externa stimulated by the myenteric plexus. When pressure within the rectum becomes increased, the gastrocolic reflex acts as a stimulus for defecation. A number of neuropeptides have been proposed as mediators of the gastrocolic reflex. These include serotonin, neurotensin, cholecystokinin, prostaglandin E1, and gastrin. Coffee can induce a significant response, with 29% of subjects in a study reporting an urge to defecate after ingestion, and manometry showing a reaction typically between 4 and 30 minutes after consumption and potentially lasting for more than 30 minutes. Decaffeinated coffee is also capable of generating a similar effect, albeit slightly weaker. Essentially, this m The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The mechanical and digestive processes have one goal: to convert food into molecules small enough to be absorbed by the epithelial cells of what? A. stomach cilia B. alveoli C. intestinal villi D. bile ducts Answer:
ai2_arc-354	multiple_choice	What is one way to change water from a liquid to a solid?	[ "decrease the temperature", "increase the temperature", "decrease the mass", "increase the mass" ]	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::: 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::: At equilibrium, the relationship between water content and equilibrium relative humidity of a material can be displayed graphically by a curve, the so-called moisture sorption isotherm. For each humidity value, a sorption isotherm indicates the corresponding water content value at a given, constant temperature. If the composition or quality of the material changes, then its sorption behaviour also changes. Because of the complexity of sorption process the isotherms cannot be determined explicitly by calculation, but must be recorded experimentally for each product. The relationship between water content and water activity (aw) is complex. An increase in aw is usually accompanied by an increase in water content, but in a non-linear fashion. This relationship between water activity and moisture content at a given temperature is called the moisture sorption isotherm. These curves are determined experimentally and constitute the fingerprint of a food system. BET theory (Brunauer-Emmett-Teller) provides a calculation to describe the physical adsorption of gas molecules on a solid surface. Because of the complexity of the process, these calculations are only moderately successful; however, Stephen Brunauer was able to classify sorption isotherms into five generalized shapes as shown in Figure 2. He found that Type II and Type III isotherms require highly porous materials or desiccants, with first monolayer adsorption, followed by multilayer adsorption and finally leading to capillary condensation, explaining these materials high moisture capacity at high relative humidity. Care must be used in extracting data from isotherms, as the representation for each axis may vary in its designation. Brunauer provided the vertical axis as moles of gas adsorbed divided by the moles of the dry material, and on the horizontal axis he used the ratio of partial pressure of the gas just over the sample, divided by its partial pressure at saturation. More modern isotherms showing the Document 3::: In materials science, liquefaction is a process that generates a liquid from a solid or a gas or that generates a non-liquid phase which behaves in accordance with fluid dynamics. It occurs both naturally and artificially. As an example of the latter, a "major commercial application of liquefaction is the liquefaction of air to allow separation of the constituents, such as oxygen, nitrogen, and the noble gases." Another is the conversion of solid coal into a liquid form usable as a substitute for liquid fuels. Geology In geology, soil liquefaction refers to the process by which water-saturated, unconsolidated sediments are transformed into a substance that acts like a liquid, often in an earthquake. Soil liquefaction was blamed for building collapses in the city of Palu, Indonesia in October 2018. In a related phenomenon, liquefaction of bulk materials in cargo ships may cause a dangerous shift in the load. Physics and chemistry In physics and chemistry, the phase transitions from solid and gas to liquid (melting and condensation, respectively) may be referred to as liquefaction. The melting point (sometimes called liquefaction point) is the temperature and pressure at which a solid becomes a liquid. In commercial and industrial situations, the process of condensing a gas to liquid is sometimes referred to as liquefaction of gases. Coal Coal liquefaction is the production of liquid fuels from coal using a variety of industrial processes. Dissolution Liquefaction is also used in commercial and industrial settings to refer to mechanical dissolution of a solid by mixing, grinding or blending with a liquid. Food preparation In kitchen or laboratory settings, solids may be chopped into smaller parts sometimes in combination with a liquid, for example in food preparation or laboratory use. This may be done with a blender, or liquidiser in British English. Irradiation Liquefaction of silica and silicate glasses occurs on electron beam irradiation of nanos Document 4::: Homogenization or homogenisation is any of several processes used to make a mixture of two mutually non-soluble liquids the same throughout. This is achieved by turning one of the liquids into a state consisting of extremely small particles distributed uniformly throughout the other liquid. A typical example is the homogenization of milk, wherein the milk fat globules are reduced in size and dispersed uniformly through the rest of the milk. Definition Homogenization (from "homogeneous;" Greek, homogenes: homos, same + genos, kind) is the process of converting two immiscible liquids (i.e. liquids that are not soluble, in all proportions, one in another) into an emulsion (Mixture of two or more liquids that are generally immiscible). Sometimes two types of homogenization are distinguished: primary homogenization, when the emulsion is created directly from separate liquids; and secondary homogenization, when the emulsion is created by the reduction in size of droplets in an existing emulsion. Homogenization is achieved by a mechanical device called a homogenizer. Application One of the oldest applications of homogenization is in milk processing. It is normally preceded by "standardization" (the mixing of milk from several different herds or dairies to produce a more consistent raw milk prior to processing). The fat in milk normally separates from the water and collects at the top. Homogenization breaks the fat into smaller sizes so it no longer separates, allowing the sale of non-separating milk at any fat specification. Methods Milk homogenization is accomplished by mixing large amounts of harvested milk, then forcing the milk at high pressure through small holes. Milk homogenization is an essential tool of the milk food industry to prevent creating various levels of flavor and fat concentration. Another application of homogenization is in soft drinks like cola products. The reactant mixture is rendered to intense homogenization, to as much as 35,000 psi, so tha The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is one way to change water from a liquid to a solid? A. decrease the temperature B. increase the temperature C. decrease the mass D. increase the mass Answer:
sciq-10288	multiple_choice	Deletions remove one or more what from the dna?	[ "exons", "codons", "nucleotides", "genes" ]	C		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 2::: 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) 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::: Genetics (from Ancient Greek , “genite” and that from , “origin”), a discipline of biology, is the science of heredity and variation in living organisms. Articles (arranged alphabetically) related to genetics include: # A B C D E F G H I J K L M N O P Q R S T U V W X Y Z The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Deletions remove one or more what from the dna? A. exons B. codons C. nucleotides D. genes Answer:
sciq-254	multiple_choice	What property makes bone marrow cells ideal for gene therapy?	[ "irreversible reproduction", "Matching", "lifelong reproduction", "behavior reproduction" ]	C		Relavent Documents: Document 0::: Louise E. Purton is an Australian biologist who is Professor of Medicine and head of the Stem Cell Regulation Laboratory at St. Vincent's Institute of Medical Research in Melbourne. Her research considers the stem cells responsible for the production of blood cells and the regulations of haematopoietic diseases. She was awarded the International Society for Experimental Hematology McCulloch & Till Award in 2022. She has experienced profound bilateral hearing loss since the age of three and has been recognised for her work supporting Equity and Diversity, particularly amongst women and people with disability, and is a member of the AAMRI Gender, Equity and Diversity and Inclusion group GEDI. Early life and education Purton was raised in Balranald, NSW. At age three she became profoundly deaf after experiencing a life-threatening illness. She had Cochlear implants inserted in 2018 and 2021. Purton was an undergraduate student at the University of Melbourne. She remained there for doctoral research, where she studied the stroll cell types in bone marrow. She moved to the United States for postdoctoral research, where she worked at the Fred Hutchinson Cancer Research Center and identified that the all-trans retinoic acid enhances the renewal of hematopoietic stem cells. She returned to Australia in 2000, when she studied the roles of various retinoic acid receptors and their roles on haematopoiesis. She showed that self-renewal is regulated by Retinoic acid receptor gamma, and loss of this receptor has intrinsic and extrinsic impacts on haematopoiesis. She returned to America in 2004, where she studied cells in the bone marrow microenvironment and how they could regulate myeloproliferative-like disorders. Research and career Purton's research is focused on processes involved in blood cell production (haematopoietic stem cells (HSCs). In 2008 Purton returned to Australia, where she launched the St. Vincent's Institute of Medical Research Stem Cell Regulation Unity. Document 1::: The Center for Cell and Gene Therapy is a translational research institute within Baylor College of Medicine, Texas Children's Hospital and Houston Methodist Hospital, all of which are located in the Texas Medical Center in Houston, Texas. The center's mission is to develop novel therapies for a range of diseases through collaboration between basic research laboratories and clinical departments. The center was founded by Dr. Malcolm K. Brenner in 1998 and includes six major parts. The current director is Dr. Helen E. Heslop, physician-scientist who specializes in translational research. The Center for Cell and Gene Therapy conducts research into numerous diseases, including but not limited to pediatric cancers, diabetes, HIV, glioma and cardiovascular disease. The center has laboratory space in both Baylor College of Medicine and Texas Children's Hospital, and clinical units in Texas Children's and Methodist Hospitals. The Texas Children's Hospital is home to the center's Translational Research Labs and Good Manufacturing Practice (GMP) Laboratories. The Center for Cell and Gene Therapy has the largest academic GMP facility in the world, with 8,600 square feet of Class 10,000 (ISO7) cleanroom space. The GMP Gene Vector Lab produces clinical grade vectors for use in Phase I/II trials, while the GMP Clinical Research Lab prepares patient components for clinical trials. The Gene Vector Lab was one of only three National Gene Vector Laboratories until that entity was replaced by the National Gene Vector Biorepository in 2008. The Research Lab is a member of the Production Assistance for Cell Therapies (PACT). The Stem Cell Transplantation Program has two units. The pediatric unit has more than 16,000 square feet on the eighth floor of Texas Children's Hospital's West Tower. The 30,000-square foot adult unit is in The Methodist Hospital's Main Tower. Document 2::: Stem-cell therapy is the use of stem cells to treat or prevent a disease or condition. , the only established therapy using stem cells is hematopoietic stem cell transplantation. This usually takes the form of a bone-marrow transplantation, but the cells can also be derived from umbilical cord blood. Research is underway to develop various sources for stem cells as well as to apply stem-cell treatments for neurodegenerative diseases and conditions such as diabetes and heart disease. Stem-cell therapy has become controversial following developments such as the ability of scientists to isolate and culture embryonic stem cells, to create stem cells using somatic cell nuclear transfer and their use of techniques to create induced pluripotent stem cells. This controversy is often related to abortion politics and to human cloning. Additionally, efforts to market treatments based on transplant of stored umbilical cord blood have been controversial. Medical uses For over 90 years, hematopoietic stem cell transplantation (HSCT) has been used to treat people with conditions such as leukaemia and lymphoma; this is the only widely practiced form of stem-cell therapy. During chemotherapy, most growing cells are killed by the cytotoxic agents. These agents, however, cannot discriminate between the leukaemia or neoplastic cells, and the hematopoietic stem cells within the bone marrow. This is the side effect of conventional chemotherapy strategies that the stem-cell transplant attempts to reverse; a donor's healthy bone marrow reintroduces functional stem cells to replace the cells lost in the host's body during treatment. The transplanted cells also generate an immune response that helps to kill off the cancer cells; this process can go too far, however, leading to graft vs host disease, the most serious side effect of this treatment. Another stem-cell therapy, called Prococvhymal, was conditionally approved in Canada in 2012 for the management of acute graft-vs-host disease Document 3::: Cardiovascular Cell Therapy Research Network (CCTRN) is a network of physicians, scientists, and support staff dedicated to studying stem cell therapy for treating heart disease. The CCTRN is funded by the National Institutes of Health (NIH) and includes expert researchers with experience in cardiovascular care at seven stem cell centers in the United States. The goals of the Network are to complete research studies that will potentially lead to more effective treatments for patients with cardiovascular disease, and to share knowledge quickly with the healthcare community. Mission statement The mission of the CCTRN is to achieve public health advances for the treatment of cardiovascular diseases, through the conduct and dissemination of collaborative research leading to evidence-based treatment options and improved outcome for patients with heart disease. Components of the Network The sponsor The National Heart, Lung, and Blood Institute (NHLBI) is one of 27 institutes/centers of the National Institutes of Health (NIH) and supports research related to the causes, prevention, diagnosis, and treatment of heart, blood vessel, lung, and blood diseases; and sleep disorders. The NHLBI plans and directs research in the development and evaluation of interventions and devices related to prevention, treatment, and rehabilitation of patients with such diseases and disorders. The Coordinating Center for Clinical Trials Since 1971, the Coordinating Center for Clinical Trials () at The University of Texas School of Public Health has played a leading role in cardiovascular disease and vision research by serving as a coordinating center for 25 nationwide multicenter clinical trials. The CCCT's primary function is to provide and coordinate all operations, procedures, and activities of a large-scale randomized controlled clinical trial. The CCCT serves as the Data Coordinating Center for the CCTRN. The DCC was led by Lemuel Moye (2006-2019) and Barry R. Davis (2019-2021). The Document 4::: The Center for Stem Cell and Regenerative Medicine (CSCRM) is a medical research institution specializing in stem cell and other cell therapy research and treatments, located in Cleveland, Ohio. They specialize in basic and clinical research programs, biomedical and tissue engineering programs, and the development and administration of new therapies to patients. History The CSCRM was founded in 2003 through funding by the state of Ohio. Its parent institution is the National Center for Regenerative Medicine. They have received over $33 million in funding from the state of Ohio since their inception. As of 2009, they had conducted over 50 clinical trials, treated over 300 patients, spun off four companies, and raised $235 million in venture capital. Stem cell bank The center possesses a wide variety of stem cells, including ASC, CSC, CTP, ESC, HSC, HB1, iPS, MSC, MAPC, NSC, SKMB and UCB. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What property makes bone marrow cells ideal for gene therapy? A. irreversible reproduction B. Matching C. lifelong reproduction D. behavior reproduction Answer:
sciq-8734	multiple_choice	During the first several weeks of development, the cells of the endometrium nourish what?	[ "nucleus", "egg", "uterus", "embryo" ]	D		Relavent Documents: Document 0::: This is a list of cells in humans derived from the three embryonic germ layers – ectoderm, mesoderm, and endoderm. Cells derived from ectoderm Surface ectoderm Skin Trichocyte Keratinocyte Anterior pituitary Gonadotrope Corticotrope Thyrotrope Somatotrope Lactotroph Tooth enamel Ameloblast Neural crest Peripheral nervous system Neuron Glia Schwann cell Satellite glial cell Neuroendocrine system Chromaffin cell Glomus cell Skin Melanocyte Nevus cell Merkel cell Teeth Odontoblast Cementoblast Eyes Corneal keratocyte Neural tube Central nervous system Neuron Glia Astrocyte Ependymocytes Muller glia (retina) Oligodendrocyte Oligodendrocyte progenitor cell Pituicyte (posterior pituitary) Pineal gland Pinealocyte Cells derived from mesoderm Paraxial mesoderm Mesenchymal stem cell Osteochondroprogenitor cell Bone (Osteoblast → Osteocyte) Cartilage (Chondroblast → Chondrocyte) Myofibroblast Fat Lipoblast → Adipocyte Muscle Myoblast → Myocyte Myosatellite cell Tendon cell Cardiac muscle cell Other Fibroblast → Fibrocyte Other Digestive system Interstitial cell of Cajal Intermediate mesoderm Renal stem cell Angioblast → Endothelial cell Mesangial cell Intraglomerular Extraglomerular Juxtaglomerular cell Macula densa cell Stromal cell → Interstitial cell → Telocytes Simple epithelial cell → Podocyte Kidney proximal tubule brush border cell Reproductive system Sertoli cell Leydig cell Granulosa cell Peg cell Germ cells (which migrate here primordially) spermatozoon ovum Lateral plate mesoderm Hematopoietic stem cell Lymphoid Lymphoblast see lymphocytes Myeloid CFU-GEMM see myeloid cells Circulatory system Endothelial progenitor cell Endothelial colony forming cell Endothelial stem cell Angioblast/Mesoangioblast Pericyte Mural cell Document 1::: Implantation, also known as nidation is the stage in the embryonic development of mammals in which the blastocyst hatches, attaches, adheres, and invades into the wall of the female's uterus. Implantation is the first stage of gestation, and, when successful, the female is considered to be pregnant. An implanted embryo is detected by the presence of increased levels of human chorionic gonadotropin (hCG) in a pregnancy test. The implanted embryo will receive oxygen and nutrients in order to grow. For implantation to take place the uterus must become receptive. Uterine receptivity involves changes to the endometrium, and much cross-talk between the uterus and the embryo. This stage gives a synchrony that opens a window of implantation that enables successful implantation of the viable embryo. The endocannabinoid system plays a vital role in this synchrony in the uterus, influencing uterine receptivity, and embryo implantation. The embryo expresses cannabinoid receptors early in its development that are responsive to anandamide (AEA) secreted in the uterus. AEA is produced at higher levels before implantation and is then down-regulated at the time of implantation. This signaling is of importance in the embryo-uterus crosstalk in regulating the timing of embryonic implantation and uterine receptivity. Adequate concentrations of AEA that are neither too high or too low, are needed for successful implantation. There is an extensive variation in the type of trophoblast cells, and structures of the placenta across the different species of mammals. Of the five recognised stages of implantation including two pre-implantation stages that precede placentation, the first four are similar across the species. The five stages are migration and hatching, pre-contact, attachment, adhesion, and invasion. The two pre-implantation stages are associated with the pre-implantation embryo. In humans, following the stage of hatching that takes place around four to five days after ferti Document 2::: Before the fertilized ovum reaches the uterus, the mucous membrane of the body of the uterus undergoes important changes and is then known as the decidua. The thickness and vascularity of the mucous membrane are greatly increased; its glands are elongated and open on its free surface by funnel-shaped orifices, while their deeper portions are tortuous and dilated into irregular spaces. The interglandular tissue is also increased in quantity, and is crowded with large round, oval, or polygonal cells, termed decidual cells. Their enlargement is due to glycogen and lipid accumulation in the cytoplasm allowing these cells to provide a rich source of nutrition for the developing embryo. Decidual cells are also thought to control the invasion of the endometrium by trophoblast cells. Experimentally, human endometrial stromal cells can be decidualized in culture by using analogs of cAMP and progesterone. The cells will exhibit a decidualized phenotype and display upregulation of common decidualization markers such as prolactin and IGFBP1. Document 3::: Embryotroph is the embryonic nourishment in placental animals. Formation of syncytiotrophoblast On approximately the seventh day of development, the trophoblast (cells that make up the outer part of the blastocyst) divides to form two separate layers: an inner cytotrophoblast layer, and an outer syncytiotrophoblast layer. Using enzymes, the syncytiotrophoblast penetrates the tissues of the mother, then it attaches to these tissues by burrowing with long projections, breaking maternal blood vessels. The chemical reason why this process occurs is currently unknown. Uterine milk Uterine milk is part of the embryotroph. It is a white secretion containing proteins and amino acids that nourishes the embryo during development. The uterine milk is the actual nutritional liquid that feeds the embryo, while the embryotroph is the uterine milk plus the syncytiotrophoblast. Malformations and embryotrophic nutrition Studies have shown that when embryotrophic nutrition is interrupted for some reason or another, malformations in embryos tend to occur. This is expected, because when important proteins and amino acids are withheld, the embryo will surely be at a disadvantage. The yolk sac is the part of the embryo most likely to be malformed, leading to other malformations later on. Document 4::: Endoderm is the innermost of the three primary germ layers in the very early embryo. The other two layers are the ectoderm (outside layer) and mesoderm (middle layer). Cells migrating inward along the archenteron form the inner layer of the gastrula, which develops into the endoderm. The endoderm consists at first of flattened cells, which subsequently become columnar. It forms the epithelial lining of multiple systems. In plant biology, endoderm corresponds to the innermost part of the cortex (bark) in young shoots and young roots often consisting of a single cell layer. As the plant becomes older, more endoderm will lignify. Production The following chart shows the tissues produced by the endoderm. The embryonic endoderm develops into the interior linings of two tubes in the body, the digestive and respiratory tube. Liver and pancreas cells are believed to derive from a common precursor. In humans, the endoderm can differentiate into distinguishable organs after 5 weeks of embryonic development. Additional images See also Ectoderm Germ layer Histogenesis Mesoderm Organogenesis Endodermal sinus tumor Gastrulation Cell differentiation Triploblasty List of human cell types derived from the germ layers The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. During the first several weeks of development, the cells of the endometrium nourish what? A. nucleus B. egg C. uterus D. embryo Answer:
sciq-2800	multiple_choice	What are the outpocketings of the digestive tract that remove nitrogenous wastes and function in osmoregulation?	[ "integumentary tubules", "olivary tubules", "intestinal tubules", "malpighian tubules" ]	D		Relavent Documents: Document 0::: The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott. Laureates Laureates of the award have included: - Intestinal absorption of sugars and peptides: from textbook to surprises See also Physiological Society Annual Review Prize Lecture Document 1::: The esophagus (American English) or oesophagus (British English, see spelling differences; both ; : (o)esophagi or (o)esophaguses), colloquially known also as the food pipe or gullet, is an organ in vertebrates through which food passes, aided by peristaltic contractions, from the pharynx to the stomach. The esophagus is a fibromuscular tube, about long in adults, that travels behind the trachea and heart, passes through the diaphragm, and empties into the uppermost region of the stomach. During swallowing, the epiglottis tilts backwards to prevent food from going down the larynx and lungs. The word oesophagus is from Ancient Greek οἰσοφάγος (oisophágos), from οἴσω (oísō), future form of φέρω (phérō, “I carry”) + ἔφαγον (éphagon, “I ate”). The wall of the esophagus from the lumen outwards consists of mucosa, submucosa (connective tissue), layers of muscle fibers between layers of fibrous tissue, and an outer layer of connective tissue. The mucosa is a stratified squamous epithelium of around three layers of squamous cells, which contrasts to the single layer of columnar cells of the stomach. The transition between these two types of epithelium is visible as a zig-zag line. Most of the muscle is smooth muscle although striated muscle predominates in its upper third. It has two muscular rings or sphincters in its wall, one at the top and one at the bottom. The lower sphincter helps to prevent reflux of acidic stomach content. The esophagus has a rich blood supply and venous drainage. Its smooth muscle is innervated by involuntary nerves (sympathetic nerves via the sympathetic trunk and parasympathetic nerves via the vagus nerve) and in addition voluntary nerves (lower motor neurons) which are carried in the vagus nerve to innervate its striated muscle. The esophagus passes through the thoracic cavity into the diaphragm into the stomach. Document 2::: The organs of Bojanus or Bojanus organs are excretory glands that serve the function of kidneys in some of the molluscs. In other words, these are metanephridia that are found in some molluscs, for example in the bivalves. Some other molluscs have another type of organ for excretion called Keber's organ. The Bojanus organ is named after Ludwig Heinrich Bojanus, who first described it. The excretory system of a bivalve consists of a pair of kidneys called the organ of bojanus. These are situated one of each side of the body below the pericardium. Each kidney consist of 2 part (1)- glandular part (2)- a thin walled ciliated urinary bladder. Document 3::: 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 4::: The rectum (: rectums or recta) is the final straight portion of the large intestine in humans and some other mammals, and the gut in others. The adult human rectum is about long, and begins at the rectosigmoid junction (the end of the sigmoid colon) at the level of the third sacral vertebra or the sacral promontory depending upon what definition is used. Its diameter is similar to that of the sigmoid colon at its commencement, but it is dilated near its termination, forming the rectal ampulla. It terminates at the level of the anorectal ring (the level of the puborectalis sling) or the dentate line, again depending upon which definition is used. In humans, the rectum is followed by the anal canal which is about long, before the gastrointestinal tract terminates at the anal verge. The word rectum comes from the Latin rectum intestinum, meaning straight intestine. Structure The rectum is a part of the lower gastrointestinal tract. The rectum is a continuation of the sigmoid colon, and connects to the anus. The rectum follows the shape of the sacrum and ends in an expanded section called an ampulla where feces is stored before its release via the anal canal. An ampulla () is a cavity, or the dilated end of a duct, shaped like a Roman ampulla. The rectum joins with the sigmoid colon at the level of S3, and joins with the anal canal as it passes through the pelvic floor muscles. Unlike other portions of the colon, the rectum does not have distinct taeniae coli. The taeniae blend with one another in the sigmoid colon five centimeters above the rectum, becoming a singular longitudinal muscle that surrounds the rectum on all sides for its entire length. Blood supply and drainage The blood supply of the rectum changes between the top and bottom portions. The top two thirds is supplied by the superior rectal artery. The lower third is supplied by the middle and inferior rectal arteries. The superior rectal artery is a single artery that is a continuation of the inf The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are the outpocketings of the digestive tract that remove nitrogenous wastes and function in osmoregulation? A. integumentary tubules B. olivary tubules C. intestinal tubules D. malpighian tubules Answer:
ai2_arc-434	multiple_choice	What MAJOR advantage does nekton have over plankton in locating food?	[ "Nekton can actively swim.", "Nekton can see in the dark.", "Nekton do not eat much food.", "Nekton can eat anything in the ocean." ]	A		Relavent Documents: Document 0::: A micronekton is a group of organisms of 2 to 20 cm in size which are able to swim independently of ocean currents. The word 'nekton' is derived from the Greek νήκτον, translit. nekton, meaning "to swim", and was coined by Ernst Haeckel in 1890. Overview Micronekton organisms are ubiquitous in the world's oceans and they can be divided into broad taxonomic groups. The distinction between micronekton and micro-, meso- and macro- zooplankton is based on size. Micronekton typically ranges in size from 2 to 20 cm, macro-zooplankton from 2 mm to 2 cm, meso-zooplankton from 0.2 to 2 mm and micro-zooplankton from 20 μm to 0.2 mm. Micronekton represents 3.8-11.8 billion tons of mesopelagic fishes worldwide, approximately 380 million tons of Antarctic krill in the Southern Ocean and a global estimated biomass of at least 55 million tons of a single group of Ommastrephid squid. This diverse group assemblage is distributed between the sea surface and approximately 1000 m deep (in the mesopelagic zone). Micronekton shows a diverse range of migration patterns including diel vertical migration over several hundreds of metres from below 400 m (deeper layers) to the top 200 m (shallower layers) of the water column at dusk and inversely at dawn, reverse migration (organisms stay in the shallow layer during the day) mid-water migration (organisms stay in the intermediate layer, i.e. between 200 and 400 m) or non-migration (organisms stay in the deep layer at night and shallow layer during the day). Micronekton plays a key role in the oceanic biological pump by transporting organic carbon from the euphotic zone to deeper parts of the oceans It is also preyed upon by various predators such as tunas, billfishes, sharks, marine birds and marine mammals. Taxonomic groups Generally, the taxonomy of global existing micronekton is not yet complete due to the paucity of faunal surveys, net avoidance (organisms sensing the approach of the net and swimming out of its path) and escapement ( Document 1::: Meroplankton are a wide variety of aquatic organisms which have both planktonic and benthic stages in their life cycles. Much of the meroplankton consists of larval stages of larger organism. Meroplankton can be contrasted with holoplankton, which are planktonic organisms that stay in the pelagic zone as plankton throughout their entire life cycle. After a period of time in the plankton, many meroplankton graduate to the nekton or adopt a benthic (often sessile) lifestyle on the seafloor. The larval stages of benthic invertebrates make up a significant proportion of planktonic communities. The planktonic larval stage is particularly crucial to many benthic invertebrate in order to disperse their young. Depending on the particular species and the environmental conditions, larval or juvenile-stage meroplankton may remain in the pelagic zone for durations ranging from hour to months. Not all meroplankton are larvae or juvenile stages of larger organisms. Many dinoflagellates are meroplanktonic, undergoing a seasonal cycle of encystment and dormancy in the benthic zone followed by excystment and reproduction in the pelagic zone before returning to the benthic zone once more. There also exist meroplanktonic diatoms; these have a seasonal resting phase below the photic zone and can be found commonly amongst the benthos of lakes and coastal zones. Spatial distribution Meroplankton species composition depends on spatial distribution and reproductive habits of adults in a given area. Biotic and abiotic factors such as tidal and lunar cycles and availability of food determine adult spawning schedules, in turn, determining subsequent meroplankton populations. Behavioural factors, such as predator avoidance are also important. Freshwater inputs play a key role in meroplankton species composition in estuarine environments. Effects of tides contribute greatly to meroplankton species distribution. One study conducted in a Patagonian Fjord found that species composition of the Document 2::: Forage fish, also called prey fish or bait fish, are small pelagic fish which are preyed on by larger predators for food. Predators include other larger fish, seabirds and marine mammals. Typical ocean forage fish feed near the base of the food chain on plankton, often by filter feeding. They include particularly fishes of the order Clupeiformes (herrings, sardines, shad, hilsa, menhaden, anchovies, and sprats), but also other small fish, including halfbeaks, silversides, smelt such as capelin and goldband fusiliers. Forage fish compensate for their small size by forming schools. Some swim in synchronised grids with their mouths open so they can efficiently filter plankton. These schools can become immense shoals which move along coastlines and migrate across open oceans. The shoals are concentrated energy resources for the great marine predators. The predators are keenly focused on the shoals, acutely aware of their numbers and whereabouts, and make migrations themselves that can span thousands of miles to connect, or stay connected, with them. The ocean primary producers, mainly contained in plankton, produce food energy from the sun and are the raw fuel for the ocean food webs. Forage fish transfer this energy by eating the plankton and becoming food themselves for the top predators. In this way, forage fish occupy the central positions in ocean and lake food webs. The fishing industry sometimes catch forage fish for commercial purposes, but primarily for use as feeder fish to farmed piscivorous animals. Some fisheries scientists are expressing concern that this will affect the populations of predator fish that depend on them. In the oceans Typical ocean forage fish are small, silvery schooling oily fish such as herring, anchovies and menhaden, and other small, schooling baitfish like capelin, smelts, sand lance, halfbeaks, pollock, butterfish and juvenile rockfish. Herrings are a preeminent forage fish, often marketed as sardines or pilchards. The term “fo Document 3::: The Oyster Question: Scientists, Watermen, and the Maryland Chesapeake Bay since 1880 is a 2009 book by Christine Keiner. It examines the conflict between oystermen and scientists in the Chesapeake Bay from the end of the nineteenth century to the present, which includes the period of the so-called "Oyster Wars" and the precipitous decline of the oyster industry at the end of the twentieth century. The book engages the myth of the "Tragedy of the Commons" by examining the often fraught relationship between local politics and conservation science, arguing that for most of the period Maryland's state political system gave rural oystermen more political clout than politicians and the scientists they appointed and allowing oystermen to effectively manage the oyster bed commons. Only towards the end of the twentieth century did reapportionment bring suburban and urban interests more political power, by which time they had latched on to oystermen as elements of the area's heritage and incorporated them and the oysters into broader conservation efforts. An important theme is the "intersection[] of scientific knowledge with experiential knowledge in the context of use," in that Keiner "treats the knowledge of the Chesapeake Bay’s oystermen alongside that of biologists." "Through her analysis, Keiner effectively reframes how environmental historians have analyzed histories of common resources and provides a working model for integrating historical and ecological information to bridge the histories of science and environmental history." Awards The book won the 2010 Forum for the History of Science in America Prize. It shared the 2010 Maryland Historical Trust's Heritage Book Award, and received an Honorable Mention for the Frederick Jackson Turner Award from the Organization of American Historians in 2010. Document 4::: A cnidariologist is a zoologist specializing in Cnidaria, a group of freshwater and marine aquatic animals that include the sea anemones, corals, and jellyfish. Examples Edward Thomas Browne (1866-1937) Henry Bryant Bigelow (1879-1967) Randolph Kirkpatrick (1863–1950) Kamakichi Kishinouye (1867-1929) Paul Lassenius Kramp (1887-1975) Alfred G. Mayer (1868-1922) See also The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What MAJOR advantage does nekton have over plankton in locating food? A. Nekton can actively swim. B. Nekton can see in the dark. C. Nekton do not eat much food. D. Nekton can eat anything in the ocean. Answer:
sciq-3911	multiple_choice	What do chemical reactions need to be activated?	[ "products", "food", "energy", "space" ]	C		Relavent Documents: Document 0::: 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 Document 1::: Activation, in chemistry and biology, is the process whereby something is prepared or excited for a subsequent reaction. Chemistry In chemistry, "activation" refers to the reversible transition of a molecule into a nearly identical chemical or physical state, with the defining characteristic being that this resultant state exhibits an increased propensity to undergo a specified chemical reaction. Thus, activation is conceptually the opposite of protection, in which the resulting state exhibits a decreased propensity to undergo a certain reaction. The energy of activation specifies the amount of free energy the reactants must possess (in addition to their rest energy) in order to initiate their conversion into corresponding products—that is, in order to reach the transition state for the reaction. The energy needed for activation can be quite small, and often it is provided by the natural random thermal fluctuations of the molecules themselves (i.e. without any external sources of energy). The branch of chemistry that deals with this topic is called chemical kinetics. Biology Biochemistry In biochemistry, activation, specifically called bioactivation, is where enzymes or other biologically active molecules acquire the ability to perform their biological function, such as inactive proenzymes being converted into active enzymes that are able to catalyze their substrates' reactions into products. Bioactivation may also refer to the process where inactive prodrugs are converted into their active metabolites, or the toxication of protoxins into actual toxins. An enzyme may be reversibly or irreversibly bioactivated. A major mechanism of irreversible bioactivation is where a piece of a protein is cut off by cleavage, producing an enzyme that will then stay active. A major mechanism of reversible bioactivation is substrate presentation where an enzyme translocates near its substrate. Another reversible reaction is where a cofactor binds to an enzyme, which then rem Document 2::: 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 3::: An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes. In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s) At constant temperature, the rate of such a reaction is proportional to the concentration of the species In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s) The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction. This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments. According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations. Notes Chemical kinetics Phy Document 4::: Conversion and its related terms yield and selectivity are important terms in chemical reaction engineering. They are described as ratios of how much of a reactant has reacted (X — conversion, normally between zero and one), how much of a desired product was formed (Y — yield, normally also between zero and one) and how much desired product was formed in ratio to the undesired product(s) (S — selectivity). There are conflicting definitions in the literature for selectivity and yield, so each author's intended definition should be verified. Conversion can be defined for (semi-)batch and continuous reactors and as instantaneous and overall conversion. Assumptions The following assumptions are made: The following chemical reaction takes place: , where and are the stoichiometric coefficients. For multiple parallel reactions, the definitions can also be applied, either per reaction or using the limiting reaction. Batch reaction assumes all reactants are added at the beginning. Semi-Batch reaction assumes some reactants are added at the beginning and the rest fed during the batch. Continuous reaction assumes reactants are fed and products leave the reactor continuously and in steady state. Conversion Conversion can be separated into instantaneous conversion and overall conversion. For continuous processes the two are the same, for batch and semi-batch there are important differences. Furthermore, for multiple reactants, conversion can be defined overall or per reactant. Instantaneous conversion Semi-batch In this setting there are different definitions. One definition regards the instantaneous conversion as the ratio of the instantaneously converted amount to the amount fed at any point in time: . with as the change of moles with time of species i. This ratio can become larger than 1. It can be used to indicate whether reservoirs are built up and it is ideally close to 1. When the feed stops, its value is not defined. In semi-batch polymerisation, The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do chemical reactions need to be activated? A. products B. food C. energy D. space Answer:
sciq-3578	multiple_choice	What is the name of the process in which solid food waste is passed out of the body?	[ "regurgitation", "evaporation", "extinction", "elimination" ]	D		Relavent Documents: Document 0::: Feces (or faeces; : faex) are the solid or semi-solid remains of food that was not digested in the small intestine, and has been broken down by bacteria in the large intestine. Feces contain a relatively small amount of metabolic waste products such as bacterially altered bilirubin, and dead epithelial cells from the lining of the gut. Feces are discharged through the anus or cloaca during defecation. Feces can be used as fertilizer or soil conditioner in agriculture. They can also be burned as fuel or dried and used for construction. Some medicinal uses have been found. In the case of human feces, fecal transplants or fecal bacteriotherapy are in use. Urine and feces together are called excreta. Characteristics The distinctive odor of feces is due to skatole, and thiols (sulfur-containing compounds), as well as amines and carboxylic acids. Skatole is produced from tryptophan via indoleacetic acid. Decarboxylation gives skatole. The perceived bad odor of feces has been hypothesized to be a deterrent for humans, as consuming or touching it may result in sickness or infection. Physiology Feces are discharged through the anus or cloaca during defecation. This process requires pressures that may reach (13.3 kPa) in humans and (60 kPa) in penguins. The forces required to expel the feces are generated through muscular contractions and a build-up of gases inside the gut, prompting the sphincter to relieve the pressure and release the feces. Ecology After an animal has digested eaten material, the remains of that material are discharged from its body as waste. Although it is lower in energy than the food from which it is derived, feces may retain a large amount of energy, often 50% of that of the original food. This means that of all food eaten, a significant amount of energy remains for the decomposers of ecosystems. Many organisms feed on feces, from bacteria to fungi to insects such as dung beetles, who can sense odors from long distances. Some may specialize i Document 1::: 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 2::: 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 3::: Reuse of human excreta is the safe, beneficial use of treated human excreta after applying suitable treatment steps and risk management approaches that are customized for the intended reuse application. Beneficial uses of the treated excreta may focus on using the plant-available nutrients (mainly nitrogen, phosphorus and potassium) that are contained in the treated excreta. They may also make use of the organic matter and energy contained in the excreta. To a lesser extent, reuse of the excreta's water content might also take place, although this is better known as water reclamation from municipal wastewater. The intended reuse applications for the nutrient content may include: soil conditioner or fertilizer in agriculture or horticultural activities. Other reuse applications, which focus more on the organic matter content of the excreta, include use as a fuel source or as an energy source in the form of biogas. There is a large and growing number of treatment options to make excreta safe and manageable for the intended reuse option. Some options include: Urine diversion and dehydration of feces (urine-diverting dry toilets), composting (composting toilets or external composting processes), sewage sludge treatment technologies and a range of fecal sludge treatment processes. They all achieve various degrees of pathogen removal and reduction in water content for easier handling. Pathogens of concern are enteric bacteria, virus, protozoa, and helminth eggs in feces. As the helminth eggs are the pathogens that are the most difficult to destroy with treatment processes, they are commonly used as an indicator organism in reuse schemes. Other health risks and environmental pollution aspects that need to be considered include spreading micropollutants, pharmaceutical residues and nitrate in the environment which could cause groundwater pollution and thus potentially affect drinking water quality. There are several "human excreta derived fertilizers" which vary in their Document 4::: Metabolic wastes or excrements are substances left over from metabolic processes (such as cellular respiration) which cannot be used by the organism (they are surplus or toxic), and must therefore be excreted. This includes nitrogen compounds, water, CO2, phosphates, sulphates, etc. Animals treat these compounds as excretes. Plants have metabolic pathways which transforms some of them (primarily the oxygen compounds) into useful substances.. All the metabolic wastes are excreted in a form of water solutes through the excretory organs (nephridia, Malpighian tubules, kidneys), with the exception of CO2, which is excreted together with the water vapor throughout the lungs. The elimination of these compounds enables the chemical homeostasis of the organism. Nitrogen wastes The nitrogen compounds through which excess nitrogen is eliminated from organisms are called nitrogenous wastes () or nitrogen wastes. They are ammonia, urea, uric acid, and creatinine. All of these substances are produced from protein metabolism. In many animals, the urine is the main route of excretion for such wastes; in some, it is the feces. Ammonotelism Ammonotelism is the excretion of ammonia and ammonium ions. Ammonia (NH3) forms with the oxidation of amino groups.(-NH2), which are removed from the proteins when they convert into carbohydrates. It is a very toxic substance to tissues and extremely soluble in water. Only one nitrogen atom is removed with it. A lot of water is needed for the excretion of ammonia, about 0.5 L of water is needed per 1 g of nitrogen to maintain ammonia levels in the excretory fluid below the level in body fluids to prevent toxicity. Thus, the marine organisms excrete ammonia directly into the water and are called ammonotelic. Ammonotelic animals include crustaceans, platyhelminths, cnidarians, poriferans, echinoderms, and other aquatic invertebrates. Ureotelism The excretion of urea is called ureotelism. Land animals, mainly amphibians and mammals, convert The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the name of the process in which solid food waste is passed out of the body? A. regurgitation B. evaporation C. extinction D. elimination Answer:
sciq-4093	multiple_choice	The renal hilum is the entry and exit site for structures servicing which organs?	[ "brains", "kidneys", "ovaries", "lungs" ]	B		Relavent Documents: Document 0::: In human anatomy, the hilum (; : hila), sometimes formerly called a hilus (; : hili), is a depression or fissure where structures such as blood vessels and nerves enter an organ. Examples include: Hilum of kidney, admits the renal artery, vein, ureter, and nerves Splenic hilum, on the surface of the spleen, admits the splenic artery, vein, lymph vessels, and nerves Hilum of lung, a triangular depression where the structures which form the root of the lung enter and leave the viscus Hilum of lymph node, the portion of a lymph node where the efferent vessels exit Hilus of dentate gyrus, part of hippocampus that contains the mossy cells. Anatomy Document 1::: The renal lobe is a portion of a kidney consisting of a renal pyramid and the renal cortex above it. In humans, on average there are 7 to 18 renal lobes. It is visible without a microscope, though it is easier to see in humans than in other animals. It is composed of many renal lobules, which are not visible without a microscope. See also Renal capsule Renal medulla 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::: In anatomy, isthmus refers to a constriction between organs. This is a list of anatomical isthmi: Aortic isthmus, section of the aortic arch Cavo-tricuspid isthmus of the right atrium of the heart, a body of fibrous tissue in the lower atrium between the inferior vena cava, and the tricuspid valve Isthmus, the ear side of the eustachian tube Isthmus, narrowed part between the trunk and the splenium of the corpus callosum Isthmus, formation of the shell membrane in birds oviduct's Isthmus lobe, lobe in the prostate Isthmus of cingulate gyrus Isthmus of fauces, opening at the back of the mouth into the throat Isthmus organizer, secondary organizer region at the junction of the midbrain and metencephalon Isthmus tubae uterinae, links the fallopian tube to the uterus Kronig isthmus, band of resonance representing the apex of lung Thyroid isthmus, thin band of tissue connecting some of the lobes that make up the thyroid Uterine isthmus, inferior-posterior part of uterus Isthmus Anatomical isthmus The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The renal hilum is the entry and exit site for structures servicing which organs? A. brains B. kidneys C. ovaries D. lungs Answer:
sciq-1007	multiple_choice	What is the smallest and most fundamental unit of matter, consisting of a nucleus surrounded by electrons?	[ "molecule", "proton", "atom", "neutron" ]	C		Relavent Documents: Document 0::: The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent. The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent. See also Astronomical scale the opposite end of the spectrum Subatomic particles Document 1::: The electric dipole moment is a measure of the separation of positive and negative electrical charges within a system, that is, a measure of the system's overall polarity. The SI unit for electric dipole moment is the coulomb-meter (C⋅m). The debye (D) is another unit of measurement used in atomic physics and chemistry. Theoretically, an electric dipole is defined by the first-order term of the multipole expansion; it consists of two equal and opposite charges that are infinitesimally close together, although real dipoles have separated charge. Elementary definition Often in physics the dimensions of a massive object can be ignored and can be treated as a pointlike object, i.e. a point particle. Point particles with electric charge are referred to as point charges. Two point charges, one with charge and the other one with charge separated by a distance , constitute an electric dipole (a simple case of an electric multipole). For this case, the electric dipole moment has a magnitude and is directed from the negative charge to the positive one. Some authors may split in half and use since this quantity is the distance between either charge and the center of the dipole, leading to a factor of two in the definition. A stronger mathematical definition is to use vector algebra, since a quantity with magnitude and direction, like the dipole moment of two point charges, can be expressed in vector form where is the displacement vector pointing from the negative charge to the positive charge. The electric dipole moment vector also points from the negative charge to the positive charge. With this definition the dipole direction tends to align itself with an external electric field (and note that the electric flux lines produced by the charges of the dipole itself, which point from positive charge to negative charge then tend to oppose the flux lines of the external field). Note that this sign convention is used in physics, while the opposite sign convention for th Document 2::: The elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 . In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one. In the centimetre–gram–second system of units (CGS), the corresponding quantity is . Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865. As a unit In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron. In other natural unit systems, the unit of charge is defined as with the result that where is the fine-structure constant, is the speed of light, is Document 3::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 4::: In non-technical terms, M-theory presents an idea about the basic substance of the universe. As of 2023, science has produced no experimental evidence to support the conclusion that M-theory is a description of the real world. Although a complete mathematical formulation of M-theory is not known, the general approach is the leading contender for a universal "Theory of Everything" that unifies gravity with other forces such as electromagnetism. M-theory aims to unify quantum mechanics with general relativity's gravitational force in a mathematically consistent way. In comparison, other theories such as loop quantum gravity are considered by physicists and researchers/students to be less elegant, because they posit gravity to be completely different from forces such as the electromagnetic force. Background In the early years of the 20th century, the atom – long believed to be the smallest building-block of matter – was proven to consist of even smaller components called protons, neutrons and electrons, which are known as subatomic particles. Other subatomic particles began being discovered in the 1960s. In the 1970s, it was discovered that protons and neutrons (and other hadrons) are themselves made up of smaller particles called quarks. The Standard Model is the set of rules that describes the interactions of these particles. In the 1980s, a new mathematical model of theoretical physics, called string theory, emerged. It showed how all the different subatomic particles known to science could be constructed by hypothetical one-dimensional "strings", infinitesimal building-blocks that have only the dimension of length, but not height or width. However, for string theory to be mathematically consistent, the strings must be in a universe of ten dimensions. This contradicts the experience that our real universe has four dimensions: three space dimensions (height, width, and length) and one time dimension. To "save" their theory, string theorists therefore added the exp The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the smallest and most fundamental unit of matter, consisting of a nucleus surrounded by electrons? A. molecule B. proton C. atom D. neutron Answer:
sciq-7605	multiple_choice	Which latitudes get the most energy from the sun?	[ "polular latitudes", "highest latitudes", "middle latitudes", "lowest latitudes" ]	D		Relavent Documents: Document 0::: Sun path, sometimes also called day arc, refers to the daily and seasonal arc-like path that the Sun appears to follow across the sky as the Earth rotates and orbits the Sun. The Sun's path affects the length of daytime experienced and amount of daylight received along a certain latitude during a given season. The relative position of the Sun is a major factor in the heat gain of buildings and in the performance of solar energy systems. Accurate location-specific knowledge of sun path and climatic conditions is essential for economic decisions about solar collector area, orientation, landscaping, summer shading, and the cost-effective use of solar trackers. Angles Effect of the Earth's axial tilt Sun paths at any latitude and any time of the year can be determined from basic geometry. The Earth's axis of rotation tilts about 23.5 degrees, relative to the plane of Earth's orbit around the Sun. As the Earth orbits the Sun, this creates the 47° declination difference between the solstice sun paths, as well as the hemisphere-specific difference between summer and winter. In the Northern Hemisphere, the winter sun (November, December, January) rises in the southeast, transits the celestial meridian at a low angle in the south (more than 43° above the southern horizon in the tropics), and then sets in the southwest. It is on the south (equator) side of the house all day long. A vertical window facing south (equator side) is effective for capturing solar thermal energy. For comparison, the winter sun in the Southern Hemisphere (May, June, July) rises in the northeast, peaks out at a low angle in the north (more than halfway up from the horizon in the tropics), and then sets in the northwest. There, the north-facing window would let in plenty of solar thermal energy to the house. In the Northern Hemisphere in summer (May, June, July), the Sun rises in the northeast, peaks out slightly south of overhead point (lower in the south at higher latitude), and then sets in t Document 1::: Solar rotation varies with latitude. The Sun is not a solid body, but is composed of a gaseous plasma. Different latitudes rotate at different periods. The source of this differential rotation is an area of current research in solar astronomy. The rate of surface rotation is observed to be the fastest at the equator (latitude ) and to decrease as latitude increases. The solar rotation period is 24.47 days at the equator and almost 38 days at the poles. The average rotation is 28 days. Current Carrington Rotation: CR [] Surface rotation as an equation The differential rotation rate is usually described by the equation: where is the angular velocity in degrees per day, is the solar latitude, A is angular velocity at the equator, and B, C are constants controlling the decrease in velocity with increasing latitude. The values of A, B, and C differ depending on the techniques used to make the measurement, as well as the time period studied. A current set of accepted average values is: A= 14.713 ± 0.0491 °/day B= −2.396 ± 0.188 °/day C= −1.787 ± 0.253 °/day Sidereal rotation At the equator, the solar rotation period is 24.47 days. This is called the sidereal rotation period, and should not be confused with the synodic rotation period of 26.24 days, which is the time for a fixed feature on the Sun to rotate to the same apparent position as viewed from Earth (the earth's orbital rotation is in the same direction as the sun's rotation). The synodic period is longer because the Sun must rotate for a sidereal period plus an extra amount due to the orbital motion of Earth around the Sun. Note that astrophysical literature does not typically use the equatorial rotation period, but instead often uses the definition of a Carrington rotation: a synodic rotation period of 27.2753 days or a sidereal period of 25.38 days. This chosen period roughly corresponds to the prograde rotation at a latitude of 26° north or south, which is consistent with the typical latitude of sunspot Document 2::: Midnight sun is a natural phenomenon that occurs in the summer months in places north of the Arctic Circle or south of the Antarctic Circle, when the Sun remains visible at the local midnight. When midnight sun is seen in the Arctic, the Sun appears to move from left to right. In Antarctica, the equivalent apparent motion is from right to left. This occurs at latitudes from 65°44' to 90° north or south, and does not stop exactly at the Arctic Circle or the Antarctic Circle, due to refraction. The opposite phenomenon, polar night, occurs in winter, when the Sun stays below the horizon throughout the day. Details Around the summer solstice (approximately 21 June in the Northern Hemisphere and 21 December in the Southern Hemisphere), in certain areas the Sun does not set below the horizon within a 24-hour period. Geography Because there are no permanent human settlements south of the Antarctic Circle, apart from research stations, the countries and territories whose populations experience midnight sun are limited to those crossed by the Arctic Circle: Canada (Yukon, Nunavut, and Northwest Territories), Finland, Greenland, Iceland, Norway, Russia, Sweden, and the United States (state of Alaska). The largest city in the world north of the Arctic Circle, Murmansk, Russia, experiences midnight sun from 22 May to 22 July (62 days). A quarter of Finland's territory lies north of the Arctic Circle, and at the country's northernmost point the Sun does not set at all for 72 days during summer. In Svalbard, Norway, the northernmost inhabited region of Europe, there is no sunset from approximately 19 April to 23 August. The extreme sites are the poles, where the Sun can be continuously visible for half the year. The North Pole has midnight sun for 6 months, from late March to late September. Polar circle proximity Because of atmospheric refraction, and also because the Sun is a disc rather than a point in the sky, midnight sun may be experienced at latitudes slightly s Document 3::: Earth's magnetic field, also known as the geomagnetic field, is the magnetic field that extends from Earth's interior out into space, where it interacts with the solar wind, a stream of charged particles emanating from the Sun. The magnetic field is generated by electric currents due to the motion of convection currents of a mixture of molten iron and nickel in Earth's outer core: these convection currents are caused by heat escaping from the core, a natural process called a geodynamo. The magnitude of Earth's magnetic field at its surface ranges from . As an approximation, it is represented by a field of a magnetic dipole currently tilted at an angle of about 11° with respect to Earth's rotational axis, as if there were an enormous bar magnet placed at that angle through the center of Earth. The North geomagnetic pole actually represents the South pole of Earth's magnetic field, and conversely the South geomagnetic pole corresponds to the north pole of Earth's magnetic field (because opposite magnetic poles attract and the north end of a magnet, like a compass needle, points toward Earth's South magnetic field, i.e., the North geomagnetic pole near the Geographic North Pole). As of 2015, the North geomagnetic pole was located on Ellesmere Island, Nunavut, Canada. While the North and South magnetic poles are usually located near the geographic poles, they slowly and continuously move over geological time scales, but sufficiently slowly for ordinary compasses to remain useful for navigation. However, at irregular intervals averaging several hundred thousand years, Earth's field reverses and the North and South Magnetic Poles respectively, abruptly switch places. These reversals of the geomagnetic poles leave a record in rocks that are of value to paleomagnetists in calculating geomagnetic fields in the past. Such information in turn is helpful in studying the motions of continents and ocean floors in the process of plate tectonics. The magnetosphere is the regio Document 4::: Polar motion of the Earth is the motion of the Earth's rotational axis relative to its crust. This is measured with respect to a reference frame in which the solid Earth is fixed (a so-called Earth-centered, Earth-fixed or ECEF reference frame). This variation is a few meters on the surface of the Earth. Analysis Polar motion is defined relative to a conventionally defined reference axis, the CIO (Conventional International Origin), being the pole's average location over the year 1900. It consists of three major components: a free oscillation called Chandler wobble with a period of about 435 days, an annual oscillation, and an irregular drift in the direction of the 80th meridian west, which has lately been less extremely west. Causes The slow drift, about 20 m since 1900, is partly due to motions in the Earth's core and mantle, and partly to the redistribution of water mass as the Greenland ice sheet melts, and to isostatic rebound, i.e. the slow rise of land that was formerly burdened with ice sheets or glaciers. The drift is roughly along the 80th meridian west. Since about 2000, the pole has found a less extreme drift, which is roughly along the central meridian. This less dramatically westward drift of motion is attributed to the global scale mass transport between the oceans and the continents. Major earthquakes cause abrupt polar motion by altering the volume distribution of the Earth's solid mass. These shifts are quite small in magnitude relative to the long-term core/mantle and isostatic rebound components of polar motion. Principle In the absence of external torques, the vector of the angular momentum M of a rotating system remains constant and is directed toward a fixed point in space. If the earth were perfectly symmetrical and rigid, M would remain aligned with its axis of symmetry, which would also be its axis of rotation. In the case of the Earth, it is almost identical with its axis of rotation, with the discrepancy due to shifts of mass on the The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which latitudes get the most energy from the sun? A. polular latitudes B. highest latitudes C. middle latitudes D. lowest latitudes Answer:
sciq-8821	multiple_choice	Photoreceptors in each ocellus receive light only through the opening where there are none of which cells?	[ "pigmented", "clear", "opqaue", "secreted" ]	A		Relavent Documents: Document 0::: The posterior surfaces of the ciliary processes are covered by a bilaminar layer of black pigment cells, which is continued forward from the retina, and is named the pars ciliaris retinae. Document 1::: Rod cells are photoreceptor cells in the retina of the eye that can function in lower light better than the other type of visual photoreceptor, cone cells. Rods are usually found concentrated at the outer edges of the retina and are used in peripheral vision. On average, there are approximately 92 million rod cells (vs ~6 million cones) in the human retina. Rod cells are more sensitive than cone cells and are almost entirely responsible for night vision. However, rods have little role in color vision, which is the main reason why colors are much less apparent in dim light. Structure Rods are a little longer and leaner than cones but have the same basic structure. Opsin-containing disks lie at the end of the cell adjacent to the retinal pigment epithelium, which in turn is attached to the inside of the eye. The stacked-disc structure of the detector portion of the cell allows for very high efficiency. Rods are much more common than cones, with about 120 million rod cells compared to 6 to 7 million cone cells. Like cones, rod cells have a synaptic terminal, an inner segment, and an outer segment. The synaptic terminal forms a synapse with another neuron, usually a bipolar cell or a horizontal cell. The inner and outer segments are connected by a cilium, which lines the distal segment. The inner segment contains organelles and the cell's nucleus, while the rod outer segment (abbreviated to ROS), which is pointed toward the back of the eye, contains the light-absorbing materials. A human rod cell is about 2 microns in diameter and 100 microns long. Rods are not all morphologically the same; in mice, rods close to the outer plexiform synaptic layer display a reduced length due to a shortened synaptic terminal. Function Photoreception In vertebrates, activation of a photoreceptor cell is a hyperpolarization (inhibition) of the cell. When they are not being stimulated, such as in the dark, rod cells and cone cells depolarize and release a neurotransmitter spontan Document 2::: Disc shedding is the process by which photoreceptor cells in the retina are renewed. The disc formations in the outer segment of photoreceptors, which contain the photosensitive opsins, are completely renewed every ten days. Photoreceptors The retina contains two types of photoreceptor – rod cells and cone cells. There are about 6-7 million cones that mediate photopic vision, and they are concentrated in the macula at the center of the retina. There are about 120 million rods that are more sensitive than the cones and therefore mediate scotopic vision. A vertebrate's photoreceptors are divided into three parts: an outer segment that contains the photosensitive opsins an inner segment that contains the cell's metabolic machinery (endoplasmic reticulum, Golgi complex, ribosomes, mitochondria) a synaptic terminal at which contacts with second-order neurons of the retina are made Discs The photosensitive outer segment consists of a series of discrete membranous discs . While in the rod, these discs lack any direct connection to the surface membrane (with the exception of a few recently formed basal discs that remain in continuity with the surface), the cone's photosensitive membrane is continuous with the surface membrane. The outer segment (OS) discs are densely packed with rhodopsin for high-sensitivity light detection. These discs are completely replaced once every ten days and this continuous renewal continues throughout the lifetime of the sighted animal. After the opsins are synthesized, they fuse to the plasma membrane, which then invaginates with discs budding off internally, forming the tightly packed stacks of outer segment discs. From translation of opsin to formation of the discs takes just a couple of hours. Shedding Disc shedding was first described by RW Young in 1967. Discs mature along with their distal migration; aged discs shed at the distal tip and are engulfed by the neighboring retinal pigment epithelial (RPE) cells for degradation. One e Document 3::: The elements composing the layer of rods and cones (Jacob's membrane) in the retina of the eye are of two kinds, rod cells and cone cells, the former being much more numerous than the latter except in the macula lutea. Jacob's membrane is named after Irish ophthalmologist Arthur Jacob, who was the first to describe this nervous layer of the retina. Document 4::: Giant retinal ganglion cells are photosensitive ganglion cells with large dendritic trees discovered in the human and macaque retina by Dacey et al. (2005). Giant retinal ganglion cells contain a photo-pigment, melanopsin, allowing them to respond directly to light. They also receive connections from rods and cones, allowing them to encode colour and spatial information. Dacey et al. found the giants' receptive field sizes to be about three times the diameter of those of parasol ganglion cells. When a giant is responding directly to light, Dacey et al. found its spectral sensitivity function to be similar in shape to those of rods and cones, but with a peak at 482 nm, in between S cones and rods. Dacey et al. also found giants' dynamic range to be 3-4 log units, far larger than any other photoreceptor type's and covering nearly the entire range of illuminations of natural daylight. Under naturalistic lighting conditions, responses to the rods and cones are superimposed on the melanopsin response of giant retinal ganglion cells. Giants encode colour via an S-Off, (L + M)-On opponency. Their spatial modulation transfer function is low-pass, with an upper limit of about 0.6 cycles per degree. Dacey et al. propose that the giants subserve the subconscious, 'non-image-forming' functions of circadian photoentrainment and pupillary diameter, and via the rod and cone inputs, may help mediate conscious perception of irradiance. Human eye anatomy Histology Circadian rhythm The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Photoreceptors in each ocellus receive light only through the opening where there are none of which cells? A. pigmented B. clear C. opqaue D. secreted Answer:
sciq-7856	multiple_choice	What is the loss of energy available to do work called?	[ "power", "entropy", "negentropy", "force" ]	B		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: The energy systems language, also referred to as energese, or energy circuit language, or generic systems symbols, is a modelling language used for composing energy flow diagrams in the field of systems ecology. It was developed by Howard T. Odum and colleagues in the 1950s during studies of the tropical forests funded by the United States Atomic Energy Commission. Design intent The design intent of the energy systems language was to facilitate the generic depiction of energy flows through any scale system while encompassing the laws of physics, and in particular, the laws of thermodynamics (see energy transformation for an example). In particular H.T. Odum aimed to produce a language which could facilitate the intellectual analysis, engineering synthesis and management of global systems such as the geobiosphere, and its many subsystems. Within this aim, H.T. Odum had a strong concern that many abstract mathematical models of such systems were not thermodynamically valid. Hence he used analog computers to make system models due to their intrinsic value; that is, the electronic circuits are of value for modelling natural systems which are assumed to obey the laws of energy flow, because, in themselves the circuits, like natural systems, also obey the known laws of energy flow, where the energy form is electrical. However Odum was interested not only in the electronic circuits themselves, but also in how they might be used as formal analogies for modeling other systems which also had energy flowing through them. As a result, Odum did not restrict his inquiry to the analysis and synthesis of any one system in isolation. The discipline that is most often associated with this kind of approach, together with the use of the energy systems language is known as systems ecology. General characteristics When applying the electronic circuits (and schematics) to modeling ecological and economic systems, Odum believed that generic categories, or characteristic modules, could Document 2::: 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 Document 3::: Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work or moving (e.g. lifting an object) or provides heat. In addition to being converted, according to the law of conservation of energy, energy is transferable to a different location or object, but it cannot be created or destroyed. The energy in many of its forms may be used in natural processes, or to provide some service to society such as heating, refrigeration, lighting or performing mechanical work to operate machines. For example, to heat a home, the furnace burns fuel, whose chemical potential energy is converted into thermal energy, which is then transferred to the home's air to raise its temperature. Limitations in the conversion of thermal energy Conversions to thermal energy from other forms of energy may occur with 100% efficiency. Conversion among non-thermal forms of energy may occur with fairly high efficiency, though there is always some energy dissipated thermally due to friction and similar processes. Sometimes the efficiency is close to 100%, such as when potential energy is converted to kinetic energy as an object falls in a vacuum. This also applies to the opposite case; for example, an object in an elliptical orbit around another body converts its kinetic energy (speed) into gravitational potential energy (distance from the other object) as it moves away from its parent body. When it reaches the furthest point, it will reverse the process, accelerating and converting potential energy into kinetic. Since space is a near-vacuum, this process has close to 100% efficiency. Thermal energy is unique because it in most cases (willow) cannot be converted to other forms of energy. Only a difference in the density of thermal/heat energy (temperature) can be used to perform work, and the efficiency of this conversion will be (much) less than 100%. This is because t Document 4::: Energy flow is the flow of energy through living things within an ecosystem. All living organisms can be organized into producers and consumers, and those producers and consumers can further be organized into a food chain. Each of the levels within the food chain is a trophic level. In order to more efficiently show the quantity of organisms at each trophic level, these food chains are then organized into trophic pyramids. The arrows in the food chain show that the energy flow is unidirectional, with the head of an arrow indicating the direction of energy flow; energy is lost as heat at each step along the way. The unidirectional flow of energy and the successive loss of energy as it travels up the food web are patterns in energy flow that are governed by thermodynamics, which is the theory of energy exchange between systems. Trophic dynamics relates to thermodynamics because it deals with the transfer and transformation of energy (originating externally from the sun via solar radiation) to and among organisms. Energetics and the carbon cycle The first step in energetics is photosynthesis, wherein water and carbon dioxide from the air are taken in with energy from the sun, and are converted into oxygen and glucose. Cellular respiration is the reverse reaction, wherein oxygen and sugar are taken in and release energy as they are converted back into carbon dioxide and water. The carbon dioxide and water produced by respiration can be recycled back into plants. Energy loss can be measured either by efficiency (how much energy makes it to the next level), or by biomass (how much living material exists at those levels at one point in time, measured by standing crop). Of all the net primary productivity at the producer trophic level, in general only 10% goes to the next level, the primary consumers, then only 10% of that 10% goes on to the next trophic level, and so on up the food pyramid. Ecological efficiency may be anywhere from 5% to 20% depending on how efficient The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the loss of energy available to do work called? A. power B. entropy C. negentropy D. force Answer:
sciq-1686	multiple_choice	The stomach mucosa’s epithelial lining consists only of surface mucus cells, which secrete a protective coat of what?	[ "acidic mucus", "bile mucus", "alkaline mucus", "phosphate mucus" ]	C		Relavent Documents: Document 0::: A mucous membrane or mucosa is a membrane that lines various cavities in the body of an organism and covers the surface of internal organs. It consists of one or more layers of epithelial cells overlying a layer of loose connective tissue. It is mostly of endodermal origin and is continuous with the skin at body openings such as the eyes, eyelids, ears, inside the nose, inside the mouth, lips, the genital areas, the urethral opening and the anus. Some mucous membranes secrete mucus, a thick protective fluid. The function of the membrane is to stop pathogens and dirt from entering the body and to prevent bodily tissues from becoming dehydrated. Structure The mucosa is composed of one or more layers of epithelial cells that secrete mucus, and an underlying lamina propria of loose connective tissue. The type of cells and type of mucus secreted vary from organ to organ and each can differ along a given tract. Mucous membranes line the digestive, respiratory and reproductive tracts and are the primary barrier between the external world and the interior of the body; in an adult human the total surface area of the mucosa is about 400 square meters while the surface area of the skin is about 2 square meters. Along with providing a physical barrier, they also contain key parts of the immune system and serve as the interface between the body proper and the microbiome. Examples Some examples include: Endometrium: the mucosa of the uterus Gastric mucosa Intestinal mucosa Nasal mucosa Olfactory mucosa Oral mucosa Penile mucosa Respiratory mucosa Vaginal mucosa Frenulum of tongue Anal canal Conjunctiva Development Developmentally, the majority of mucous membranes are of endodermal origin. Exceptions include the palate, cheeks, floor of the mouth, gums, lips and the portion of the anal canal below the pectinate line, which are all ectodermal in origin. Function One of its functions is to keep the tissue moist (for example in the respiratory tract, including the mouth and nose Document 1::: Gut-associated lymphoid tissue (GALT) is a component of the mucosa-associated lymphoid tissue (MALT) which works in the immune system to protect the body from invasion in the gut. Owing to its physiological function in food absorption, the mucosal surface is thin and acts as a permeable barrier to the interior of the body. Equally, its fragility and permeability creates vulnerability to infection and, in fact, the vast majority of the infectious agents invading the human body use this route. The functional importance of GALT in body's defense relies on its large population of plasma cells, which are antibody producers, whose number exceeds the number of plasma cells in spleen, lymph nodes and bone marrow combined. GALT makes up about 70% of the immune system by weight; compromised GALT may significantly affect the strength of the immune system as a whole. Structure The gut-associated lymphoid tissue lies throughout the intestine, covering an area of approximately 260–300 m2. In order to increase the surface area for absorption, the intestinal mucosa is made up of finger-like projections (villi), covered by a monolayer of epithelial cells, which separates the GALT from the lumen intestine and its contents. These epithelial cells are covered by a layer of glycocalyx on their luminal surface so as to protect cells from the acid pH. New epithelial cells derived from stem cells are constantly produced on the bottom of the intestinal glands, regenerating the epithelium (epithelial cell turnover time is less than one week). Although in these crypts conventional enterocytes are the dominant type of cells, Paneth cells can also be found. These are located at the bottom of the crypts and release a number of antibacterial substances, among them lysozyme, and are thought to be involved in the control of infections. Underneath them, there is an underlying layer of loose connective tissue called lamina propria. There is also lymphatic circulation through the tissue connecte Document 2::: Mucus ( ) is a slippery aqueous secretion produced by, and covering, mucous membranes. It is typically produced from cells found in mucous glands, although it may also originate from mixed glands, which contain both serous and mucous cells. It is a viscous colloid containing inorganic salts, antimicrobial enzymes (such as lysozymes), immunoglobulins (especially IgA), and glycoproteins such as lactoferrin and mucins, which are produced by goblet cells in the mucous membranes and submucosal glands. Mucus serves to protect epithelial cells in the linings of the respiratory, digestive, and urogenital systems, and structures in the visual and auditory systems from pathogenic fungi, bacteria and viruses. Most of the mucus in the body is produced in the gastrointestinal tract. Amphibians, fish, snails, slugs, and some other invertebrates also produce external mucus from their epidermis as protection against pathogens, and to help in movement and is also produced in fish to line their gills. Plants produce a similar substance called mucilage that is also produced by some microorganisms. Respiratory system In the human respiratory system, mucus is part of the airway surface liquid (ASL), also known as epithelial lining fluid (ELF), that lines most of the respiratory tract. The airway surface liquid consists of a sol layer termed the periciliary liquid layer and an overlying gel layer termed the mucus layer. The periciliary liquid layer is so named as it surrounds the cilia and lies on top of the surface epithelium. The periciliary liquid layer surrounding the cilia consists of a gel meshwork of cell-tethered mucins and polysaccharides. The mucus blanket aids in the protection of the lungs by trapping foreign particles before they enter them, in particular through the nose during normal breathing. Mucus is made up of a fluid component of around 95% water, the mucin secretions from the goblet cells, and the submucosal glands (2–3% glycoproteins), proteoglycans (0.1–0.5%), Document 3::: The gastrointestinal wall of the gastrointestinal tract is made up of four layers of specialised tissue. From the inner cavity of the gut (the lumen) outwards, these are: Mucosa Submucosa Muscular layer Serosa or adventitia The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the lumen of the tract and comes into direct contact with digested food (chyme). The mucosa itself is made up of three layers: the epithelium, where most digestive, absorptive and secretory processes occur; the lamina propria, a layer of connective tissue, and the muscularis mucosae, a thin layer of smooth muscle. The submucosa contains nerves including the submucous plexus (also called Meissner's plexus), blood vessels and elastic fibres with collagen, that stretches with increased capacity but maintains the shape of the intestine. The muscular layer surrounds the submucosa. It comprises layers of smooth muscle in longitudinal and circular orientation that also helps with continued bowel movements (peristalsis) and the movement of digested material out of and along the gut. In between the two layers of muscle lies the myenteric plexus (also called Auerbach's plexus). The serosa/adventitia are the final layers. These are made up of loose connective tissue and coated in mucus so as to prevent any friction damage from the intestine rubbing against other tissue. The serosa is present if the tissue is within the peritoneum, and the adventitia if the tissue is retroperitoneal. Structure When viewed under the microscope, the gastrointestinal wall has a consistent general form, but with certain parts differing along its course. Mucosa The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the cavity (lumen) of the tract and comes into direct contact with digested food (chyme). The mucosa is made up of three layers: The epithelium is the innermost layer. It is where most digestive, absorptive and secretory processes occur. The lamina propr Document 4::: Gastric pits are indentations in the stomach which denote entrances to 3-5 tubular shaped gastric glands. They are deeper in the pylorus than they are in the other parts of the stomach. The human stomach has several million of these pits which dot the surface of the lining epithelium. Surface mucous cells line the pits themselves but give way to a series of other types of cells which then line the glands themselves. Gastric acid Gastric acid also known as gastric juice is secreted from gastric glands, which are located in gastric pits. Gastric juice contains hydrochloric acid, pepsinogen and mucus in a healthy adult. Hydrochloric acid is secreted by parietal cells, pepsinogen is secreted by gastric chief cells and mucus is secreted by mucus neck cells. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The stomach mucosa’s epithelial lining consists only of surface mucus cells, which secrete a protective coat of what? A. acidic mucus B. bile mucus C. alkaline mucus D. phosphate mucus Answer:
sciq-7901	multiple_choice	Acid rain is corrosive rain caused by rainwater falling to the ground through which gas?	[ "essential dioxide", "sulfide dioxide", "carbon dioxide", "sulfur dioxide" ]	D		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 2::: The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered. The 1995 version has 30 five-way multiple choice questions. Example question (question 4): Gender differences The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher. Document 3::: In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. Motivation Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. Model structure Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of Document 4::: The actuarial credentialing and exam process usually requires passing a rigorous series of professional examinations, most often taking several years in total, before one can become recognized as a credentialed actuary. In some countries, such as Denmark, most study takes place in a university setting. In others, such as the U.S., most study takes place during employment through a series of examinations. In the UK, and countries based on its process, there is a hybrid university-exam structure. Australia The education system in Australia is divided into three components: an exam-based curriculum; a professionalism course; and work experience. The system is governed by the Institute of Actuaries of Australia. The exam-based curriculum is in three parts. Part I relies on exemptions from an accredited under-graduate degree from either Bond University, Monash University, Macquarie University, University of New South Wales, University of Melbourne, Australian National University or Curtin University. The courses cover subjects including finance, financial mathematics, economics, contingencies, demography, models, probability and statistics. Students may also gain exemptions by passing the exams of the Institute of Actuaries in London. Part II is the Actuarial control cycle and is also offered by each of the universities above. Part III consists of four half-year courses of which two are compulsory and the other two allow specialization. To become an Associate, one needs to complete Part I and Part II of the accreditation process, perform 3 years of recognized work experience, and complete a professionalism course. To become a Fellow, candidates must complete Part I, II, III, and take a professionalism course. Work experience is not required, however, as the Institute deems that those who have successfully completed Part III have shown enough level of professionalism. China Actuarial exams were suspended in 2014 but reintroduced in 2023. Denmark In Denmark it normal The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Acid rain is corrosive rain caused by rainwater falling to the ground through which gas? A. essential dioxide B. sulfide dioxide C. carbon dioxide D. sulfur dioxide Answer:
sciq-10371	multiple_choice	In the humoral response, what protein substances help neutralize or eliminate toxins and pathogens in the blood and lymph?	[ "membranes", "platelets", "parasites", "antibodies" ]	D		Relavent Documents: Document 0::: Humoral immunity is the aspect of immunity that is mediated by macromolecules - including secreted antibodies, complement proteins, and certain antimicrobial peptides - located in extracellular fluids. Humoral immunity is named so because it involves substances found in the humors, or body fluids. It contrasts with cell-mediated immunity. Humoral immunity is also referred to as antibody-mediated immunity. The study of the molecular and cellular components that form the immune system, including their function and interaction, is the central science of immunology. The immune system is divided into a more primitive innate immune system and an acquired or adaptive immune system of vertebrates, each of which contain both humoral and cellular immune elements. Humoral immunity refers to antibody production and the coinciding processes that accompany it, including: Th2 activation and cytokine production, germinal center formation and isotype switching, and affinity maturation and memory cell generation. It also refers to the effector functions of antibodies, which include pathogen and toxin neutralization, classical complement activation, and opsonin promotion of phagocytosis and pathogen elimination. History The concept of humoral immunity developed based on the analysis of antibacterial activity of the serum components. Hans Buchner is credited with the development of the humoral theory. In 1890, Buchner described alexins as "protective substances" that exist in the blood serum and other bodily fluids and are capable of killing microorganisms. Alexins, later redefined as "complements" by Paul Ehrlich, were shown to be the soluble components of the innate response that leads to a combination of cellular and humoral immunity. This discovery helped to bridge the features of innate and acquired immunity. Following the 1888 discovery of the bacteria that cause diphtheria and tetanus, Emil von Behring and Kitasato Shibasaburō showed that disease need not be caused by microo Document 1::: The innate, or nonspecific, immune system is one of the two main immunity strategies (the other being the adaptive immune system) in vertebrates. The innate immune system is an alternate defense strategy and is the dominant immune system response found in plants, fungi, insects, and primitive multicellular organisms (see Beyond vertebrates). The major functions of the innate immune system are to: recruit immune cells to infection sites by producing chemical factors, including chemical mediators called cytokines activate the complement cascade to identify bacteria, activate cells, and promote clearance of antibody complexes or dead cells identify and remove foreign substances present in organs, tissues, blood and lymph, by specialized white blood cells activate the adaptive immune system through antigen presentation act as a physical and chemical barrier to infectious agents; via physical measures such as skin and chemical measures such as clotting factors in blood, which are released following a contusion or other injury that breaks through the first-line physical barrier (not to be confused with a second-line physical or chemical barrier, such as the blood–brain barrier, which protects the nervous system from pathogens that have already gained access to the host). Anatomical barriers Anatomical barriers include physical, chemical and biological barriers. The epithelial surfaces form a physical barrier that is impermeable to most infectious agents, acting as the first line of defense against invading organisms. Desquamation (shedding) of skin epithelium also helps remove bacteria and other infectious agents that have adhered to the epithelial surface. Lack of blood vessels, the inability of the epidermis to retain moisture, and the presence of sebaceous glands in the dermis, produces an environment unsuitable for the survival of microbes. In the gastrointestinal and respiratory tract, movement due to peristalsis or cilia, respectively, helps remove infectious Document 2::: This is a list of Immune cells, also known as white blood cells, white cells, leukocytes, or leucocytes. They are cells involved in protecting the body against both infectious disease and foreign invaders. Document 3::: Lymphoproliferative response is a specific immune response that entails rapid T-cell replication. Standard antigens, such as tetanus toxoid, that elicit this response are used in lab tests of immune competence. Document 4::: Intravascular immunity describes the immune response in the bloodstream, and its role is to fight and prevent the spread of pathogens. Components of intravascular immunity include the cellular immune response and the macromolecules secreted by these cells. It can result in responses such as inflammation and immunothrombosis. Dysregulated intravascular immune response or pathogen evasion can create conditions like thrombosis, sepsis, or disseminated intravascular coagulation. Cellular Defenses In a healthy individual, immune cells patrol blood vessels to detect and respond to danger through molecules frequently found on pathogens called PAMPs, and molecules that are released by damaged cells, DAMPs. Immune cells involved in intravascular surveillance are neutrophils, monocytes, invariant natural killer T cells, kupffer cells, platelets, and mast cells. These cells express particular receptors such as toll-like receptors and proteins like CD36 that allow them to recognize and respond to danger signals. Endothelial cells lining the vasculature are also a part of the intravasculature's cellular defense system. They express molecules such as, CD14, TLR2, TLR4, TLR9, MD2, and MyD88, to detect bacteria in the blood. Leukocytes move through blood vessels using protein-protein interactions between cells and are also assisted by blood flow. Circulating immune cells behave differently in the presence and absence of an infection. For example, in the absence of an invader, monocytes migrate randomly throughout the microvasculature, cerebral vessels, and mesentery vessels. However, in the presence of an invader, monocytes emigrate to the infected area. Similarly, neutrophils use a rolling mechanism to counteract the blood flow and localize to the infected area. In a healthy state, neutrophils have been observed to exhibit a similar but brief crawling mechanism. The function and precise mechanism is not yet known. Immune Responses Inflammation For more details on this topic, The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In the humoral response, what protein substances help neutralize or eliminate toxins and pathogens in the blood and lymph? A. membranes B. platelets C. parasites D. antibodies Answer:
sciq-11475	multiple_choice	What part of an experiment or other investigation consists of the individuals or events that are studied?	[ "experimental control", "sample", "hypothesis", "independent variable" ]	B		Relavent Documents: Document 0::: A glossary of terms used in experimental research. Concerned fields Statistics Experimental design Estimation theory Glossary Alias: When the estimate of an effect also includes the influence of one or more other effects (usually high order interactions) the effects are said to be aliased (see confounding). For example, if the estimate of effect D in a four factor experiment actually estimates (D + ABC), then the main effect D is aliased with the 3-way interaction ABC. Note: This causes no difficulty when the higher order interaction is either non-existent or insignificant. Analysis of variance (ANOVA): A mathematical process for separating the variability of a group of observations into assignable causes and setting up various significance tests. Balanced design: An experimental design where all cells (i.e. treatment combinations) have the same number of observations. Blocking: A schedule for conducting treatment combinations in an experimental study such that any effects on the experimental results due to a known change in raw materials, operators, machines, etc., become concentrated in the levels of the blocking variable. Note: the reason for blocking is to isolate a systematic effect and prevent it from obscuring the main effects. Blocking is achieved by restricting randomization. Center Points: Points at the center value of all factor ranges. Coding Factor Levels: Transforming the scale of measurement for a factor so that the high value becomes +1 and the low value becomes -1 (see scaling). After coding all factors in a 2-level full factorial experiment, the design matrix has all orthogonal columns. Coding is a simple linear transformation of the original measurement scale. If the "high" value is Xh and the "low" value is XL (in the original scale), then the scaling transformation takes any original X value and converts it to (X − a)/b, where a = (Xh + XL)/2 and b = (Xh−XL)/2. To go back to the original measurement scale, just take the coded value a Document 1::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 2::: In epidemiology and biostatistics, the experimental event rate (EER) is a measure of how often a particular statistical event (such as response to a drug, adverse event or death) occurs within the experimental group (non-control group) of an experiment. This value is very useful in determining the therapeutic benefit or risk to patients in experimental groups, in comparison to patients in placebo or traditionally treated control groups. Three statistical terms rely on EER for their calculation: absolute risk reduction, relative risk reduction and number needed to treat. Control event rate The control event rate (CER) is identical to the experimental event rate except that is measured within the scientific control group of an experiment. Worked example In a trial of hypothetical drug "X" where we are measuring event "Z", we have two groups. Our control group (25 people) is given a placebo, and the experimental group (25 people) is given drug "X". Event "Z" in control group : 4 in 25 people Control event rate : 4/25 Event "Z" in experimental group : 12 in 25 people Experimental event rate : 12/25 Another worked example is as follows: See also Absolute risk reduction Relative risk reduction Number needed to treat Document 3::: In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. Motivation Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. Model structure Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of Document 4::: The instrument effect is an issue in experimental methodology meaning that any change during the measurement, or, the instrument, may influence the research validity. For example, in a control group design experiment, if the instruments used to measure the performance of the experiment group and the control group are different, a wrong conclusion about the experiment would be reached, the research result would be invalid. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What part of an experiment or other investigation consists of the individuals or events that are studied? A. experimental control B. sample C. hypothesis D. independent variable Answer:
sciq-4867	multiple_choice	The basic fabric of most biological membranes is a double layer of _________ and other lipids?	[ "solids", "antibodies", "phospholipids", "liquids" ]	C		Relavent Documents: Document 0::: 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 1::: A bilayer is a double layer of closely packed atoms or molecules. The properties of bilayers are often studied in condensed matter physics, particularly in the context of semiconductor devices, where two distinct materials are united to form junctions, such as p–n junctions, Schottky junctions, etc. Layered materials, such as graphene, boron nitride, or transition metal dichalcogenides, have unique electronic properties as a bilayer system and are an active area of current research. In biology a common example is the lipid bilayer, which describes the structure of multiple organic structures, such as the membrane of a cell. See also Monolayer Non-carbon nanotube Semiconductor Thin film Document 2::: Glycerophospholipids or phosphoglycerides are glycerol-based phospholipids. They are the main component of biological membranes. Two major classes are known: those for bacteria and eukaryotes and a separate family for archaea. Structures The term glycerophospholipid signifies any derivative of glycerophosphoric acid that contains at least one O-acyl, or O-alkyl, or O-alk-1'-enyl residue attached to the glycerol moiety. The phosphate group forms an ester linkage to the glycerol. The long-chained hydrocarbons are typically attached through ester linkages in bacteria/eukaryotes and by ether linkages in archaea. In bacteria and procaryotes, the lipids consist of diesters commonly of C16 or C18 fatty acids. These acids are straight-chained and, especially for the C18 members, can be unsaturated. For archaea, the hydrocarbon chains have chain lengths of C10, C15, C20 etc. since they are derived from isoprene units. These chains are branched, with one methyl substituent per C5 subunit. These chains are linked to the glycerol phosphate by ether linkages. The two hydrocarbon chains attached to the glycerol are hydrophobic while the polar head, which mainly consists of the phosphate group attached to the third carbon of the glycerol backbone, is hydrophilic. This dual characteristic leads to the amphipathic nature of glycerophospholipids. They are usually organized into a bilayer in membranes with the polar hydrophilic heads sticking outwards to the aqueous environment and the non-polar hydrophobic tails pointing inwards. Glycerophospholipids consist of various diverse species which usually differ slightly in structure. The most basic structure is a phosphatidate. This species is an important intermediate in the synthesis of many phosphoglycerides. The presence of an additional group attached to the phosphate allows for many different phosphoglycerides. By convention, structures of these compounds show the 3 glycerol carbon atoms vertically with the phosphate att Document 3::: The cell membrane (also known as the plasma membrane or cytoplasmic membrane, and historically referred to as the plasmalemma) is a biological membrane that separates and protects the interior of a cell from the outside environment (the extracellular space). The cell membrane consists of a lipid bilayer, made up of two layers of phospholipids with cholesterols (a lipid component) interspersed between them, maintaining appropriate membrane fluidity at various temperatures. The membrane also contains membrane proteins, including integral proteins that span the membrane and serve as membrane transporters, and peripheral proteins that loosely attach to the outer (peripheral) side of the cell membrane, acting as enzymes to facilitate interaction with the cell's environment. Glycolipids embedded in the outer lipid layer serve a similar purpose. The cell membrane controls the movement of substances in and out of a cell, being selectively permeable to ions and organic molecules. In addition, cell membranes are involved in a variety of cellular processes such as cell adhesion, ion conductivity, and cell signalling and serve as the attachment surface for several extracellular structures, including the cell wall and the carbohydrate layer called the glycocalyx, as well as the intracellular network of protein fibers called the cytoskeleton. In the field of synthetic biology, cell membranes can be artificially reassembled. History While Robert Hooke's discovery of cells in 1665 led to the proposal of the cell theory, Hooke misled the cell membrane theory that all cells contained a hard cell wall since only plant cells could be observed at the time. Microscopists focused on the cell wall for well over 150 years until advances in microscopy were made. In the early 19th century, cells were recognized as being separate entities, unconnected, and bound by individual cell walls after it was found that plant cells could be separated. This theory extended to include animal cells to su Document 4::: The fluid mosaic model explains various characteristics regarding the structure of functional cell membranes. According to this biological model, there is a lipid bilayer (two molecules thick layer consisting primarily of amphipathic phospholipids) in which protein molecules are embedded. The phospholipid bilayer gives fluidity and elasticity to the membrane. Small amounts of carbohydrates are also found in the cell membrane. The biological model, which was devised by Seymour Jonathan Singer and Garth L. Nicolson in 1972, describes the cell membrane as a two-dimensional liquid that restricts the lateral diffusion of membrane components. Such domains are defined by the existence of regions within the membrane with special lipid and protein cocoon that promote the formation of lipid rafts or protein and glycoprotein complexes. Another way to define membrane domains is the association of the lipid membrane with the cytoskeleton filaments and the extracellular matrix through membrane proteins. The current model describes important features relevant to many cellular processes, including: cell-cell signaling, apoptosis, cell division, membrane budding, and cell fusion. The fluid mosaic model is the most acceptable model of the plasma membrane. In this definition of the cell membrane, its main function is to act as a barrier between the contents inside the cell and the extracellular environment. Chemical makeup Experimental evidence The fluid property of functional biological membranes had been determined through labeling experiments, x-ray diffraction, and calorimetry. These studies showed that integral membrane proteins diffuse at rates affected by the viscosity of the lipid bilayer in which they were embedded, and demonstrated that the molecules within the cell membrane are dynamic rather than static. Previous models of biological membranes included the Robertson Unit Membrane Model and the Davson-Danielli Tri-Layer model. These models had proteins present as sheets The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The basic fabric of most biological membranes is a double layer of _________ and other lipids? A. solids B. antibodies C. phospholipids D. liquids Answer:
sciq-3682	multiple_choice	Which process causes rocks at the earth's surface to change form?	[ "bleaching", "remodeling", "weathering", "eroding" ]	C		Relavent Documents: Document 0::: The rock cycle is a basic concept in geology that describes transitions through geologic time among the three main rock types: sedimentary, metamorphic, and igneous. Each rock type is altered when it is forced out of its equilibrium conditions. For example, an igneous rock such as basalt may break down and dissolve when exposed to the atmosphere, or melt as it is subducted under a continent. Due to the driving forces of the rock cycle, plate tectonics and the water cycle, rocks do not remain in equilibrium and change as they encounter new environments. The rock cycle explains how the three rock types are related to each other, and how processes change from one type to another over time. This cyclical aspect makes rock change a geologic cycle and, on planets containing life, a biogeochemical cycle. Transition to igneous rock When rocks are pushed deep under the Earth's surface, they may melt into magma. If the conditions no longer exist for the magma to stay in its liquid state, it cools and solidifies into an igneous rock. A rock that cools within the Earth is called intrusive or plutonic and cools very slowly, producing a coarse-grained texture such as the rock granite. As a result of volcanic activity, magma (which is called lava when it reaches Earth's surface) may cool very rapidly on the Earth's surface exposed to the atmosphere and are called extrusive or volcanic rocks. These rocks are fine-grained and sometimes cool so rapidly that no crystals can form and result in a natural glass, such as obsidian, however the most common fine-grained rock would be known as basalt. Any of the three main types of rocks (igneous, sedimentary, and metamorphic rocks) can melt into magma and cool into igneous rocks. Secondary changes Epigenetic change (secondary processes occurring at low temperatures and low pressures) may be arranged under a number of headings, each of which is typical of a group of rocks or rock-forming minerals, though usually more than one of these alt Document 1::: In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects. Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting. Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete. Study Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the Document 2::: The interaction between erosion and tectonics has been a topic of debate since the early 1990s. While the tectonic effects on surface processes such as erosion have long been recognized (for example, river formation as a result of tectonic uplift), the opposite (erosional effects on tectonic activity) has only recently been addressed. The primary questions surrounding this topic are what types of interactions exist between erosion and tectonics and what are the implications of these interactions. While this is still a matter of debate, one thing is clear, Earth's landscape is a product of two factors: tectonics, which can create topography and maintain relief through surface and rock uplift, and climate, which mediates the erosional processes that wear away upland areas over time. The interaction of these processes can form, modify, or destroy geomorphic features on Earth's surface. Tectonic processes The term tectonics refers to the study of Earth's surface structure and the ways in which it changes over time. Tectonic processes typically occur at plate boundaries which are one of three types: convergent boundaries, divergent boundaries, or transform boundaries. These processes form and modify the topography of the Earth's surface, effectively increasing relief through the mechanisms of isostatic uplift, crustal thickening, and deformation in the form of faulting and folding. Increased elevations, in relation to regional base levels, lead to steeper river channel gradients and an increase in orographically localized precipitation, ultimately resulting in drastically increased erosion rates. The topography, and general relief, of a given area determines the velocity at which surface runoff will flow, ultimately determining the potential erosive power of the runoff. Longer, steeper slopes are more prone to higher rates of erosion during periods of heavy rainfall than shorter, gradually sloping areas. Thus, large mountain ranges, and other areas of high relief, forme Document 3::: The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events. Correlating the rock record At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition. However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which process causes rocks at the earth's surface to change form? A. bleaching B. remodeling C. weathering D. eroding Answer:

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