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sciq-7337
|
multiple_choice
|
What type of organisms do not need blood?
|
[
"marine",
"vertebrate",
"cold-blooded",
"single-celled"
] |
D
|
Relavent Documents:
Document 0:::
Blood is a body fluid in the circulatory system of humans and other vertebrates that delivers necessary substances such as nutrients and oxygen to the cells, and transports metabolic waste products away from those same cells. Blood in the circulatory system is also known as peripheral blood, and the blood cells it carries, peripheral blood cells.
Blood is composed of blood cells suspended in blood plasma. Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves. Albumin is the main protein in plasma, and it functions to regulate the colloidal osmotic pressure of blood. The blood cells are mainly red blood cells (also called RBCs or erythrocytes), white blood cells (also called WBCs or leukocytes), and in mammals platelets (also called thrombocytes). The most abundant cells in vertebrate blood are red blood cells. These contain hemoglobin, an iron-containing protein, which facilitates oxygen transport by reversibly binding to this respiratory gas thereby increasing its solubility in blood. In contrast, carbon dioxide is mostly transported extracellularly as bicarbonate ion transported in plasma.
Vertebrate blood is bright red when its hemoglobin is oxygenated and dark red when it is deoxygenated.
Some animals, such as crustaceans and mollusks, use hemocyanin to carry oxygen, instead of hemoglobin. Insects and some mollusks use a fluid called hemolymph instead of blood, the difference being that hemolymph is not contained in a closed circulatory system. In most insects, this "blood" does not contain oxygen-carrying molecules such as hemoglobin because their bodies are small enough for their tracheal system to suffice for supplying oxygen.
Jawed vertebrates have an adaptive immune system, based largely on white blood cells. White blood cells help to resist infections and parasite
Document 1:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 2:::
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 3:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 4:::
A 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of organisms do not need blood?
A. marine
B. vertebrate
C. cold-blooded
D. single-celled
Answer:
|
|
sciq-6163
|
multiple_choice
|
What term is used to describe the ability of matter to burn?
|
[
"flammability",
"volatility",
"permeability",
"reactivity"
] |
A
|
Relavent Documents:
Document 0:::
A combustible material is a material that can burn (i.e., sustain a flame) in air under certain conditions. A material is flammable if it ignites easily at ambient temperatures. In other words, a combustible material ignites with some effort and a flammable material catches fire immediately on exposure to flame.
The degree of flammability in air depends largely upon the volatility of the material - this is related to its composition-specific vapour pressure, which is temperature dependent. The quantity of vapour produced can be enhanced by increasing the surface area of the material forming a mist or dust. Take wood as an example. Finely divided wood dust can undergo explosive flames and produce a blast wave. A piece of paper (made from wood) catches on fire quite easily. A heavy oak desk is much harder to ignite, even though the wood fibre is the same in all three materials.
Common sense (and indeed scientific consensus until the mid-1700s) would seem to suggest that material "disappears" when burned, as only the ash is left. In fact, there is an increase in weight because the flammable material reacts (or combines) chemically with oxygen, which also has mass. The original mass of flammable material and the mass of the oxygen required for flames equals the mass of the flame products (ash, water, carbon dioxide, and other gases). Antoine Lavoisier, one of the pioneers in these early insights, stated that Nothing is lost, nothing is created, everything is transformed, which would later be known as the law of conservation of mass. Lavoisier used the experimental fact that some metals gained mass when they burned to support his ideas.
Definitions
Historically, flammable, inflammable and combustible meant capable of burning. The word "inflammable" came through French from the Latin inflammāre = "to set fire to", where the Latin preposition "in-" means "in" as in "indoctrinate", rather than "not" as in "invisible" and "ineligible".
The word "inflammable" may be er
Document 1:::
A backdraft (North American English) or backdraught (British English) is the abrupt burning of superheated gasses in a fire caused when oxygen rapidly enters a hot, oxygen-depleted environment; for example, when a window or door to an enclosed space is opened or broken. Backdrafts are typically seen as a blast of smoke and/or flame out of an opening of a building. Backdrafts present a serious threat to firefighters. There is some debate concerning whether backdrafts should be considered a type of flashover (see below).
Burning
When material is heated enough, it begins to break down into smaller compounds, including flammable or even explosive gas, typically hydrocarbons. This is called pyrolysis, and does not require oxygen. If oxygen is also provided, then the hydrocarbons can combust, starting a fire.
If material undergoing pyrolysis is later given sufficient oxygen, the hydrocarbons will ignite, and therefore, combustion takes place.
Cause
A backdraft can occur when a compartment fire has little or no ventilation. Due to this, little or no oxygen can flow into the compartment. Then, because fires reduce oxygen, the oxygen concentration decreases. When the oxygen concentration becomes too low to support combustion, some or all of the combustion switches to pyrolysis. However, the hydrocarbons and smoke (primarily particulate matter) remain at a temperature hot enough to auto-ignite. If oxygen is then re-introduced to the compartment, e.g. by opening a door or window to a closed room, while the gasses are still hot enough to auto-ignite, combustion will restart, often abruptly or even explosively, as the gasses are heated by the combustion and expand rapidly because of the rapidly increasing temperature, combined with the energy released from combustion.
The colour and movement of smoke is used by firefighters to infer fire conditions, including the risk of backdraft. Characteristic warning signs of a backdraft include yellow or brown smoke, smoke which exits
Document 2:::
Heat transfer is a discipline of thermal engineering that concerns the generation, use, conversion, and exchange of thermal energy (heat) between physical systems. Heat transfer is classified into various mechanisms, such as thermal conduction, thermal convection, thermal radiation, and transfer of energy by phase changes. Engineers also consider the transfer of mass of differing chemical species (mass transfer in the form of advection), either cold or hot, to achieve heat transfer. While these mechanisms have distinct characteristics, they often occur simultaneously in the same system.
Heat conduction, also called diffusion, is the direct microscopic exchanges of kinetic energy of particles (such as molecules) or quasiparticles (such as lattice waves) through the boundary between two systems. When an object is at a different temperature from another body or its surroundings, heat flows so that the body and the surroundings reach the same temperature, at which point they are in thermal equilibrium. Such spontaneous heat transfer always occurs from a region of high temperature to another region of lower temperature, as described in the second law of thermodynamics.
Heat convection occurs when the bulk flow of a fluid (gas or liquid) carries its heat through the fluid. All convective processes also move heat partly by diffusion, as well. The flow of fluid may be forced by external processes, or sometimes (in gravitational fields) by buoyancy forces caused when thermal energy expands the fluid (for example in a fire plume), thus influencing its own transfer. The latter process is often called "natural convection". The former process is often called "forced convection." In this case, the fluid is forced to flow by use of a pump, fan, or other mechanical means.
Thermal radiation occurs through a vacuum or any transparent medium (solid or fluid or gas). It is the transfer of energy by means of photons or electromagnetic waves governed by the same laws.
Overview
Heat
Document 3:::
In materials science, friability ( ), the condition of being friable, describes the tendency of a solid substance to break into smaller pieces under duress or contact, especially by rubbing. The opposite of friable is indurate.
Substances that are designated hazardous, such as asbestos or crystalline silica, are often said to be friable if small particles are easily dislodged and become airborne, and hence respirable (able to enter human lungs), thereby posing a health hazard.
Tougher substances, such as concrete, may also be mechanically ground down and reduced to finely divided mineral dust. However, such substances are not generally considered friable because of the degree of difficulty involved in breaking the substance's chemical bonds through mechanical means. Some substances, such as polyurethane foams, show an increase in friability with exposure to ultraviolet radiation, as in sunlight.
Friable is sometimes used metaphorically to describe "brittle" personalities who can be "rubbed" by seemingly-minor stimuli to produce extreme emotional responses.
General
A friable substance is any substance that can be reduced to fibers or finer particles by the action of a small amount of pressure or friction, such as rubbing or inadvertently brushing up against the substance. The term could also apply to any material that exhibits these properties, such as:
Ionically bound substances that are less than 1 kg/L in density
Clay tablets
Crackers
Mineral fibers
Polyurethane (foam)
Aerogel
Geological
Friable and indurated are terms used commonly in soft-rock geology, especially with sandstones, mudstones, and shales to describe how well the component rock fragments are held together.
Examples:
Clumps of dried clay
Chalk
Perlite
Medical
The term friable is also used to describe tumors in medicine. This is an important determination because tumors that are easily torn apart have a higher risk of malignancy and metastasis.
Examples:
Some forms of cancer, such
Document 4:::
A characteristic property is a chemical or physical property that helps identify and classify substances. The characteristic properties of a substance are always the same whether the sample being observed is large or small. Thus, conversely, if the property of a substance changes as the sample size changes, that property is not a characteristic property. Examples of physical properties that are not characteristic properties are mass and volume. Examples of characteristic properties include melting points, boiling points, density, viscosity, solubility, crystal shape, and color. Substances with characteristic properties can be separated. For example, in fractional distillation, liquids are separated using the boiling point. The water Boiling point is 212 degrees Fahrenheit.
Identifying a substance
Every characteristic property is unique to one given substance. Scientists use characteristic properties to identify unknown substances. However, characteristic properties are most useful for distinguishing between two or more substances, not identifying a single substance. For example, isopropanol and water can be distinguished by the characteristic property of odor. Characteristic properties are used because the sample size and the shape of the substance does not matter. For example, 1 gram of lead is the same color as 100 tons of lead.
See also
Intensive and extensive properties
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What term is used to describe the ability of matter to burn?
A. flammability
B. volatility
C. permeability
D. reactivity
Answer:
|
|
sciq-10537
|
multiple_choice
|
What is the term for seed plants?
|
[
"proteins",
"spermatophytes",
"sporozoans",
"germospores"
] |
B
|
Relavent Documents:
Document 0:::
Germination is the process by which an organism grows from a seed or spore. The term is applied to the sprouting of a seedling from a seed of an angiosperm or gymnosperm, the growth of a sporeling from a spore, such as the spores of fungi, ferns, bacteria, and the growth of the pollen tube from the pollen grain of a seed plant.
Seed plants
Germination is usually the growth of a plant contained within a seed; it results in the formation of the seedling. It is also the process of reactivation of metabolic machinery of the seed resulting in the emergence of radicle and plumule. The seed of a vascular plant is a small package produced in a fruit or cone after the union of male and female reproductive cells. All fully developed seeds contain an embryo and, in most plant species some store of food reserves, wrapped in a seed coat. Some plants produce varying numbers of seeds that lack embryos; these are empty seeds which never germinate. Dormant seeds are viable seeds that do not germinate because they require specific internal or environmental stimuli to resume growth. Under proper conditions, the seed begins to germinate and the embryo resumes growth, developing into a seedling.
Disturbance of soil can result in vigorous plant growth by exposing seeds already in the soil to changes in environmental factors where germination may have previously been inhibited by depth of the seeds or soil that was too compact. This is often observed at gravesites after a burial.
Seed germination depends on both internal and external conditions. The most important external factors include right temperature, water, oxygen or air and sometimes light or darkness. Various plants require different variables for successful seed germination. Often this depends on the individual seed variety and is closely linked to the ecological conditions of a plant's natural habitat. For some seeds, their future germination response is affected by environmental conditions during seed formation; most ofte
Document 1:::
In plant science, the spermosphere is the zone in the soil surrounding a germinating seed. This is a small volume with radius perhaps 1 cm but varying with seed type, the variety of soil microorganisms, the level of soil moisture, and other factors. Within the spermosphere a range of complex interactions take place among the germinating seed, the soil, and the microbiome. Because germination is a brief process, the spermosphere is transient, but the impact of the microbial activity within the spermosphere can have strong and long-lasting effects on the developing plant.
Seeds exude various molecules that influence their surrounding microbial communities, either inhibiting or stimulating their growth. The composition of the exudates varies according to the plant type and such properties of the soil as its pH and moisture content. With these biochemical effects, the spermosphere develops both downward—to form the rhizosphere (upon the emergence of the plant's radicle)—and upward to form the laimosphere, which is the soil surrounding the growing plant stem.
Document 2:::
Seed predation, often referred to as granivory, is a type of plant-animal interaction in which granivores (seed predators) feed on the seeds of plants as a main or exclusive food source, in many cases leaving the seeds damaged and not viable. Granivores are found across many families of vertebrates (especially mammals and birds) as well as invertebrates (mainly insects); thus, seed predation occurs in virtually all terrestrial ecosystems. Seed predation is commonly divided into two distinctive temporal categories, pre-dispersal and post-dispersal predation, which affect the fitness of the parental plant and the dispersed offspring (the seed), respectively. Mitigating pre- and post-dispersal predation may involve different strategies. To counter seed predation, plants have evolved both physical defenses (e.g. shape and toughness of the seed coat) and chemical defenses (secondary compounds such as tannins and alkaloids). However, as plants have evolved seed defenses, seed predators have adapted to plant defenses (e.g., ability to detoxify chemical compounds). Thus, many interesting examples of coevolution arise from this dynamic relationship.
Seeds and their defenses
Plant seeds are important sources of nutrition for animals across most ecosystems. Seeds contain food storage organs (e.g., endosperm) that provide nutrients to the developing plant embryo (cotyledon). This makes seeds an attractive food source for animals because they are a highly concentrated and localized nutrient source in relation to other plant parts.
Seeds of many plants have evolved a variety of defenses to deter predation. Seeds are often contained inside protective structures or fruit pulp that encapsulate seeds until they are ripe. Other physical defenses include spines, hairs, fibrous seed coats and hard endosperm. Seeds, especially in arid areas, may have a mucilaginous seed coat that can glue soil to seed hiding it from granivores.
Some seeds have evolved strong anti-herbivore chemical
Document 3:::
A seedling is a young sporophyte developing out of a plant embryo from a seed. Seedling development starts with germination of the seed. A typical young seedling consists of three main parts: the radicle (embryonic root), the hypocotyl (embryonic shoot), and the cotyledons (seed leaves). The two classes of flowering plants (angiosperms) are distinguished by their numbers of seed leaves: monocotyledons (monocots) have one blade-shaped cotyledon, whereas dicotyledons (dicots) possess two round cotyledons. Gymnosperms are more varied. For example, pine seedlings have up to eight cotyledons. The seedlings of some flowering plants have no cotyledons at all. These are said to be acotyledons.
The plumule is the part of a seed embryo that develops into the shoot bearing the first true leaves of a plant. In most seeds, for example the sunflower, the plumule is a small conical structure without any leaf structure. Growth of the plumule does not occur until the cotyledons have grown above ground. This is epigeal germination. However, in seeds such as the broad bean, a leaf structure is visible on the plumule in the seed. These seeds develop by the plumule growing up through the soil with the cotyledons remaining below the surface. This is known as hypogeal germination.
Photomorphogenesis and etiolation
Dicot seedlings grown in the light develop short hypocotyls and open cotyledons exposing the epicotyl. This is also referred to as photomorphogenesis. In contrast, seedlings grown in the dark develop long hypocotyls and their cotyledons remain closed around the epicotyl in an apical hook. This is referred to as skotomorphogenesis or etiolation. Etiolated seedlings are yellowish in color as chlorophyll synthesis and chloroplast development depend on light. They will open their cotyledons and turn green when treated with light.
In a natural situation, seedling development starts with skotomorphogenesis while the seedling is growing through the soil and attempting to reach the
Document 4:::
Agrostology (from Greek , agrōstis, "type of grass"; and , -logia), sometimes graminology, is the scientific study of the grasses (the family Poaceae, or Gramineae). The grasslike species of the sedge family (Cyperaceae), the rush family (Juncaceae), and the bulrush or cattail family (Typhaceae) are often included with the true grasses in the category of graminoid, although strictly speaking these are not included within the study of agrostology. In contrast to the word graminoid, the words gramineous and graminaceous are normally used to mean "of, or relating to, the true grasses (Poaceae)".
Agrostology has importance in the maintenance of wild and grazed grasslands, agriculture (crop plants such as rice, maize, sugarcane, and wheat are grasses, and many types of animal fodder are grasses), urban and environmental horticulture, turfgrass management and sod production, ecology, and conservation.
Botanists that made important contributions to agrostology include:
Jean Bosser
Aimée Antoinette Camus
Mary Agnes Chase
Eduard Hackel
Charles Edward Hubbard
A. S. Hitchcock
Ernst Gottlieb von Steudel
Otto Stapf
Joseph Dalton Hooker
Norman Loftus Bor
Jan-Frits Veldkamp
William Derek Clayton
Robert B Shaw
Thomas Arthur Cope
Grasses
Agrostology
01
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for seed plants?
A. proteins
B. spermatophytes
C. sporozoans
D. germospores
Answer:
|
|
sciq-4444
|
multiple_choice
|
Through a process called electromagnetic induction, generators change what energy form of a spinning turbine to electrical energy?
|
[
"electric",
"kinetic",
"potential",
"seismic"
] |
B
|
Relavent Documents:
Document 0:::
In electrical engineering, electric machine is a general term for machines using electromagnetic forces, such as electric motors, electric generators, and others. They are electromechanical energy converters: an electric motor converts electricity to mechanical power while an electric generator converts mechanical power to electricity. The moving parts in a machine can be rotating (rotating machines) or linear (linear machines). Besides motors and generators, a third category often included is transformers, which although they do not have any moving parts are also energy converters, changing the voltage level of an alternating current.
Electric machines, in the form of synchronous and induction generators, produce about 95% of all electric power on Earth (as of early 2020s), and in the form of electric motors consume approximately 60% of all electric power produced. Electric machines were developed beginning in the mid 19th century and since that time have been a ubiquitous component of the infrastructure. Developing more efficient electric machine technology is crucial to any global conservation, green energy, or alternative energy strategy.
Generator
An electric generator is a device that converts mechanical energy to electrical energy. A generator forces electrons to flow through an external electrical circuit. It is somewhat analogous to a water pump, which creates a flow of water but does not create the water inside. The source of mechanical energy, the prime mover, may be a reciprocating or turbine steam engine, water falling through a turbine or waterwheel, an internal combustion engine, a wind turbine, a hand crank, compressed air or any other source of mechanical energy.
The two main parts of an electrical machine can be described in either mechanical or electrical terms. In mechanical terms, the rotor is the rotating part, and the stator is the stationary part of an electrical machine. In electrical terms, the armature is the power-producing compo
Document 1:::
In electricity generation, a generator is a device that converts motion-based power (potential and kinetic energy) or fuel-based power (chemical energy) into electric power for use in an external circuit. Sources of mechanical energy include steam turbines, gas turbines, water turbines, internal combustion engines, wind turbines and even hand cranks. The first electromagnetic generator, the Faraday disk, was invented in 1831 by British scientist Michael Faraday. Generators provide nearly all the power for electrical grids.
In addition to electricity- and motion-based designs, photovoltaic and fuel cell powered generators use solar power and hydrogen-based fuels, respectively, to generate electrical output.
The reverse conversion of electrical energy into mechanical energy is done by an electric motor, and motors and generators are very similar. Many motors can generate electricity from mechanical energy.
Terminology
Electromagnetic generators fall into one of two broad categories, dynamos and alternators.
Dynamos generate pulsing direct current through the use of a commutator.
Alternators generate alternating current.
Mechanically, a generator consists of a rotating part and a stationary part which together form a magnetic circuit:
Rotor: The rotating part of an electrical machine.
Stator: The stationary part of an electrical machine, which surrounds the rotor.
One of these parts generates a magnetic field, the other has a wire winding in which the changing field induces an electric current:
Field winding or field (permanent) magnets: The magnetic field-producing component of an electrical machine. The magnetic field of the dynamo or alternator can be provided by either wire windings called field coils or permanent magnets. Electrically-excited generators include an excitation system to produce the field flux. A generator using permanent magnets (PMs) is sometimes called a magneto, or a permanent magnet synchronous generator (PMSG).
Armature: The power-p
Document 2:::
Electrical energy is energy related to forces on electrically-charged particles and the movement of those particles (often electrons in wires, but not always). This energy is supplied by the combination of current and electric potential (often referred to as voltage because electric potential is measured in volts) that is delivered by a circuit (e.g., provided by an electric power utility). Motion (current) is not required; for example, if there is a voltage difference in combination with charged particles, such as static electricity or a charged capacitor, the moving electrical energy is typically converted to another form of energy (e.g., thermal, motion, sound, light, radio waves, etc.).
Electrical energy is usually sold by the kilowatt hour (1 kW·h = 3.6 MJ) which is the product of the power in kilowatts multiplied by running time in hours. Electric utilities measure energy using an electricity meter, which keeps a running total of the electric energy delivered to a customer.
Electric heating is an example of converting electrical energy into another form of energy, heat. The simplest and most common type of electric heater uses electrical resistance to convert the energy. There are other ways to use electrical energy. In computers for example, tiny amounts of electrical energy are rapidly moving into, out of, and through millions of transistors, where the energy is both moving (current through a transistor) and non-moving (electric charge on the gate of a transistor which controls the current going through).
Electricity generation
Electricity generation is the process of generating electrical energy from other forms of energy.
The fundamental principle of electricity generation was discovered during the 1820s and early 1830s by the British scientist Michael Faraday. His basic method is still used today: electric current is generated by the movement of a loop of wire, or disc of copper between the poles of a magnet.
For electrical utilities, it is th
Document 3:::
In electromagnetism and electronics, electromotive force (also electromotance, abbreviated emf, denoted or ) is an energy transfer to an electric circuit per unit of electric charge, measured in volts. Devices called electrical transducers provide an emf by converting other forms of energy into electrical energy. Other electrical equipment also produce an emf, such as batteries, which convert chemical energy, and generators, which convert mechanical energy. This energy conversion is achieved by physical forces applying physical work on electric charges. However, electromotive force itself is not a physical force, and ISO/IEC standards have deprecated the term in favor of source voltage or source tension instead (denoted ).
An electronic–hydraulic analogy may view emf as the mechanical work done to water by a pump, which results in a pressure difference (analogous to voltage).
In electromagnetic induction, emf can be defined around a closed loop of a conductor as the electromagnetic work that would be done on an elementary electric charge (such as an electron) if it travels once around the loop.
For two-terminal devices modeled as a Thévenin equivalent circuit, an equivalent emf can be measured as the open-circuit voltage between the two terminals. This emf can drive an electric current if an external circuit is attached to the terminals, in which case the device becomes the voltage source of that circuit.
Although an emf gives rise to a voltage and can be measured as a voltage and may sometimes informally be called a "voltage", they are not the same phenomenon (see ).
Overview
Devices that can provide emf include electrochemical cells, thermoelectric devices, solar cells, photodiodes, electrical generators, inductors, transformers and even Van de Graaff generators. In nature, emf is generated when magnetic field fluctuations occur through a surface. For example, the shifting of the Earth's magnetic field during a geomagnetic storm induces currents in an electr
Document 4:::
An electrostatic generator, or electrostatic machine, is an electrical generator that produces static electricity, or electricity at high voltage and low continuous current. The knowledge of static electricity dates back to the earliest civilizations, but for millennia it remained merely an interesting and mystifying phenomenon, without a theory to explain its behavior and often confused with magnetism. By the end of the 17th century, researchers had developed practical means of generating electricity by friction, but the development of electrostatic machines did not begin in earnest until the 18th century, when they became fundamental instruments in the studies about the new science of electricity.
Electrostatic generators operate by using manual (or other) power to transform mechanical work into electric energy, or using electric currents. Manual electrostatic generators develop electrostatic charges of opposite signs rendered to two conductors, using only electric forces, and work by using moving plates, drums, or belts to carry electric charge to a high potential electrode.
Description
Electrostatic machines are typically used in science classrooms to safely demonstrate electrical forces and high voltage phenomena. The elevated potential differences achieved have been also used for a variety of practical applications, such as operating X-ray tubes, particle accelerators, spectroscopy, medical applications, sterilization of food, and nuclear physics experiments. Electrostatic generators such as the Van de Graaff generator, and variations as the Pelletron, also find use in physics research.
Electrostatic generators can be divided into categories depending on how the charge is generated:
Friction machines use the triboelectric effect (electricity generated by contact or friction)
Influence machines use electrostatic induction
Others
Friction machines
History
The first electrostatic generators are called friction machines because of the friction in the genera
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Through a process called electromagnetic induction, generators change what energy form of a spinning turbine to electrical energy?
A. electric
B. kinetic
C. potential
D. seismic
Answer:
|
|
sciq-8924
|
multiple_choice
|
Amides are carbonyls attached to one nitrogen atom and one carbon or which other atom?
|
[
"helium",
"calcium",
"nitrogen",
"hydrogen"
] |
D
|
Relavent Documents:
Document 0:::
A carbon–nitrogen bond is a covalent bond between carbon and nitrogen and is one of the most abundant bonds in organic chemistry and biochemistry.
Nitrogen has five valence electrons and in simple amines it is trivalent, with the two remaining electrons forming a lone pair. Through that pair, nitrogen can form an additional bond to hydrogen making it tetravalent and with a positive charge in ammonium salts. Many nitrogen compounds can thus be potentially basic but its degree depends on the configuration: the nitrogen atom in amides is not basic due to delocalization of the lone pair into a double bond and in pyrrole the lone pair is part of an aromatic sextet.
Similar to carbon–carbon bonds, these bonds can form stable double bonds, as in imines; and triple bonds, such as nitriles. Bond lengths range from 147.9 pm for simple amines to 147.5 pm for C-N= compounds such as nitromethane to 135.2 pm for partial double bonds in pyridine to 115.8 pm for triple bonds as in nitriles.
A CN bond is strongly polarized towards nitrogen (the electronegativities of C and N are 2.55 and 3.04, respectively) and subsequently molecular dipole moments can be high: cyanamide 4.27 D, diazomethane 1.5 D, methyl azide 2.17, pyridine 2.19. For this reason many compounds containing CN bonds are water-soluble. N-philes are group of radical molecules which are specifically attracted to the C=N bonds.
Carbon-nitrogen bond can be analyzed by X-ray photoelectron spectroscopy (XPS). Depending on the bonding states the peak positions differ in N1s XPS spectra.
Nitrogen functional groups
See also
Cyanide
Other carbon bonds with group 15 elements: carbon–nitrogen bonds, carbon–phosphorus bonds
Other carbon bonds with period 2 elements: carbon–lithium bonds, carbon–beryllium bonds, carbon–boron bonds, carbon–carbon bonds, carbon–nitrogen bonds, carbon–oxygen bonds, carbon–fluorine bonds
Carbon–hydrogen bond
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:::
Nitric oxide (nitrogen oxide or nitrogen monoxide) is a colorless gas with the formula . It is one of the principal oxides of nitrogen. Nitric oxide is a free radical: it has an unpaired electron, which is sometimes denoted by a dot in its chemical formula (•N=O or •NO). Nitric oxide is also a heteronuclear diatomic molecule, a class of molecules whose study spawned early modern theories of chemical bonding.
An important intermediate in industrial chemistry, nitric oxide forms in combustion systems and can be generated by lightning in thunderstorms. In mammals, including humans, nitric oxide is a signaling molecule in many physiological and pathological processes. It was proclaimed the "Molecule of the Year" in 1992. The 1998 Nobel Prize in Physiology or Medicine was awarded for discovering nitric oxide's role as a cardiovascular signalling molecule.
Nitric oxide should not be confused with nitrogen dioxide (NO2), a brown gas and major air pollutant, or with nitrous oxide (N2O), an anesthetic gas.
Physical properties
Electronic configuration
The ground state electronic configuration of NO is, in united atom notation:
The first two orbitals are actually pure atomic 1sO and 1sN from oxygen and nitrogen respectively and therefore are usually not noted in the united atom notation. Orbitals noted with an asterisk are antibonding. The ordering of 5σ and 1π according to their binding energies is subject to discussion. Removal of a 1π electron leads to 6 states whose energies span over a range starting at a lower level than a 5σ electron an extending to a higher level. This is due to the different orbital momentum couplings between a 1π and a 2π electron.
The lone electron in the 2π orbital makes NO a doublet (X ²Π) in its ground state whose degeneracy is split in the fine structure from spin-orbit coupling with a total momentum J= or J=.
Dipole
The dipole of NO has been measured experimentally to 0.15740 D and is oriented from O to N (⁻NO⁺) due to the transf
Document 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 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Amides are carbonyls attached to one nitrogen atom and one carbon or which other atom?
A. helium
B. calcium
C. nitrogen
D. hydrogen
Answer:
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|
sciq-9058
|
multiple_choice
|
There are two basic body plans in cnidarians which are called the polyp and what else?
|
[
"stoma",
"medusa",
"hydra",
"spore"
] |
B
|
Relavent Documents:
Document 0:::
A polyp in zoology is one of two forms found in the phylum Cnidaria, the other being the medusa. Polyps are roughly cylindrical in shape and elongated at the axis of the vase-shaped body. In solitary polyps, the aboral (opposite to oral) end is attached to the substrate by means of a disc-like holdfast called a pedal disc, while in colonies of polyps it is connected to other polyps, either directly or indirectly. The oral end contains the mouth, and is surrounded by a circlet of tentacles.
Classes
In the class Anthozoa, comprising the sea anemones and corals, the individual is always a polyp; in the class Hydrozoa, however, the individual may be either a polyp or a medusa, with most species undergoing a life cycle with both a polyp stage and a medusa stage. In class Scyphozoa, the medusa stage is dominant, and the polyp stage may or may not be present, depending on the family. In those scyphozoans that have the larval planula metamorphose into a polyp, the polyp, also called a "scyphistoma," grows until it develops a stack of plate-like medusae that pinch off and swim away in a process known as strobilation. Once strobilation is complete, the polyp may die, or regenerate itself to repeat the process again later. With Cubozoans, the planula settles onto a suitable surface, and develops into a polyp. The cubozoan polyp then eventually metamorphoses directly into a Medusa.
Anatomy
The body of the polyp may be roughly compared in a structure to a sac, the wall of which is composed of two layers of cells. The outer layer is known technically as the ectoderm, the inner layer as the endoderm (or gastroderm). Between ectoderm and endoderm is a supporting layer of structureless gelatinous substance termed mesoglea, secreted by the cell layers of the body wall. The mesoglea can be thinner than the endoderm or ectoderm or comprise the bulk of the body as in larger jellyfish. The mesoglea can contain skeletal elements derived from cells migrated from ectoderm.
Th
Document 1:::
The protocerebrum is the first segment of the panarthropod brain.
Recent studies suggest that it comprises two regions.
Region associated with the expression of six3
six3 is a transcription factor that marks the anteriormost part of the developing body in a whole host of Metazoa.
In the panarthropod brain, the anteriormost (rostralmost) part of the germband expresses six3. This region is described as medial, and corresponds to the annelid prostomium.
In arthropods, it contains the pars intercerebralis and pars lateralis.
six3 is associated with the euarthropod labrum and the onychophoran frontal appendages (antennae).
Region associated with the expression of orthodenticle
The other region expresses homologues of orthodenticle, Otx or otd. This region is more caudal and lateral, and bears the eyes.
Orthodenticle is associated with the protocerebral bridge, part of the central complex, traditionally a marker of the prosocerebrum.
In the annelid brain, Otx expression characterises the peristomium, but also creeps forwards into the regions of the prostomium that bear the larval eyes.
Names of regions
Inconsistent use of the terms archicerebrum and the prosocerebrum makes them confusing.
The regions were defined by Siewing (1963): the archicerebrum as containing the ocular lobes and the mushroom bodies (= corpora pedunculata), and the prosocerebrum as comprising the central complex.
The archicerebrum has traditionally been equated with the anteriormost, 'non-segmental' part of the protocerebrum, equivalent to the acron in older terminology.
The prosocerebrum is then equivalent to the 'segmental' part of the protocerebrum, bordered by segment polarity genes such as engrailed, and (on one interpretation) bearing modified segmental appendages (= camera-type eyes).
But Urbach and Technau (2003) complicate the matter by seeing the prosocerebrum (central complex) + labrum as the anteriormost region
Strausfeld 2016 identifies the anteriormost part of the b
Document 2:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 3:::
A body plan, (), or ground plan is a set of morphological features common to many members of a phylum of animals. The vertebrates share one body plan, while invertebrates have many.
This term, usually applied to animals, envisages a "blueprint" encompassing aspects such as symmetry, layers, segmentation, nerve, limb, and gut disposition. Evolutionary developmental biology seeks to explain the origins of diverse body plans.
Body plans have historically been considered to have evolved in a flash in the Ediacaran biota; filling the Cambrian explosion with the results, and a more nuanced understanding of animal evolution suggests gradual development of body plans throughout the early Palaeozoic. Recent studies in animals and plants started to investigate whether evolutionary constraints on body plan structures can explain the presence of developmental constraints during embryogenesis such as the phenomenon referred to as phylotypic stage.
History
Among the pioneering zoologists, Linnaeus identified two body plans outside the vertebrates; Cuvier identified three; and Haeckel had four, as well as the Protista with eight more, for a total of twelve. For comparison, the number of phyla recognised by modern zoologists has risen to 36.
Linnaeus, 1735
In his 1735 book Systema Naturæ, Swedish botanist Linnaeus grouped the animals into quadrupeds, birds, "amphibians" (including tortoises, lizards and snakes), fish, "insects" (Insecta, in which he included arachnids, crustaceans and centipedes) and "worms" (Vermes). Linnaeus's Vermes included effectively all other groups of animals, not only tapeworms, earthworms and leeches but molluscs, sea urchins and starfish, jellyfish, squid and cuttlefish.
Cuvier, 1817
In his 1817 work, Le Règne Animal, French zoologist Georges Cuvier combined evidence from comparative anatomy and palaeontology to divide the animal kingdom into four body plans. Taking the central nervous system as the main organ system which controlled all the othe
Document 4:::
Cephalization is an evolutionary trend in which, over many generations, the mouth, sense organs, and nerve ganglia become concentrated at the front end of an animal, producing a head region. This is associated with movement and bilateral symmetry, such that the animal has a definite head end. This led to the formation of a highly sophisticated brain in three groups of animals, namely the arthropods, cephalopod molluscs, and vertebrates.
Animals without bilateral symmetry
Cnidaria, such as the radially symmetrical Hydrozoa, show some degree of cephalization. The Anthomedusae have a head end with their mouth, photoreceptive cells, and a concentration of neural cells.
Bilateria
Cephalization is a characteristic feature of the Bilateria, a large group containing the majority of animal phyla. These have the ability to move, using muscles, and a body plan with a front end that encounters stimuli first as the animal moves forwards, and accordingly has evolved to contain many of the body's sense organs, able to detect light, chemicals, and gravity. There is often also a collection of nerve cells able to process the information from these sense organs, forming a brain in several phyla and one or more ganglia in others.
Acoela
The Acoela are basal bilaterians, part of the Xenacoelomorpha. They are small and simple animals, and have very slightly more nerve cells at the head end than elsewhere, not forming a distinct and compact brain. This represents an early stage in cephalization.
Flatworms
The Platyhelminthes (flatworms) have a more complex nervous system than the Acoela, and are lightly cephalized, for instance having an eyespot above the brain, near the front end.
Complex active bodies
The philosopher Michael Trestman noted that three bilaterian phyla, namely the arthropods, the molluscs in the shape of the cephalopods, and the chordates, were distinctive in having "complex active bodies", something that the acoels and flatworms did not have. Any such animal, whe
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
There are two basic body plans in cnidarians which are called the polyp and what else?
A. stoma
B. medusa
C. hydra
D. spore
Answer:
|
|
sciq-6456
|
multiple_choice
|
The vagina connects to which internal organ?
|
[
"uterus",
"ovaries",
"artery",
"valves"
] |
A
|
Relavent Documents:
Document 0:::
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
Document 1:::
The vulva (: vulvas or vulvae; derived from Latin for "wrapper" or "covering") consists of the external female sex organs. The vulva includes the mons pubis (or mons veneris), labia majora, labia minora, clitoris, vestibular bulbs, vulval vestibule, urinary meatus, the vaginal opening, hymen, and Bartholin's and Skene's vestibular glands. The urinary meatus is also included as it opens into the vulval vestibule. Other features of the vulva include the pudendal cleft, sebaceous glands, the urogenital triangle (anterior part of the perineum), and pubic hair. The vulva includes the entrance to the vagina, which leads to the uterus, and provides a double layer of protection for this by the folds of the outer and inner labia. Pelvic floor muscles support the structures of the vulva. Other muscles of the urogenital triangle also give support.
Blood supply to the vulva comes from the three pudendal arteries. The internal pudendal veins give drainage. Afferent lymph vessels carry lymph away from the vulva to the inguinal lymph nodes. The nerves that supply the vulva are the pudendal nerve, perineal nerve, ilioinguinal nerve and their branches. Blood and nerve supply to the vulva contribute to the stages of sexual arousal that are helpful in the reproduction process.
Following the development of the vulva, changes take place at birth, childhood, puberty, menopause and post-menopause. There is a great deal of variation in the appearance of the vulva, particularly in relation to the labia minora. The vulva can be affected by many disorders which may often result in irritation. Vulvovaginal health measures can prevent many of these. Other disorders include a number of infections and cancers. There are several vulval restorative surgeries known as genitoplasties, and some of these are also used as cosmetic surgery procedures.
Different cultures have held different views of the vulva. Some ancient religions and societies have worshipped the vulva and revered the female as a go
Document 2:::
An introitus is an entrance into a canal or hollow organ. The vaginal introitus is the opening that leads to the vaginal canal.
Document 3:::
Instruments used in Anatomy dissections are as follows:
Instrument list
Image gallery
Document 4:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The vagina connects to which internal organ?
A. uterus
B. ovaries
C. artery
D. valves
Answer:
|
|
sciq-7070
|
multiple_choice
|
On the origin of species is a book by darwin that spells out what theory?
|
[
"theory of the computation",
"theory of the universe",
"theory of evolution",
"theory of reproduction"
] |
C
|
Relavent Documents:
Document 0:::
Facts and Arguments for Darwin is an 1864 book on evolutionary biology by the German biologist Fritz Müller, originally published in German under the title ("For Darwin"), and translated into English by William Sweetland Dallas in 1869. Müller argued that Charles Darwin's theory of evolution by natural selection that he had advanced in his book The Origin of Species only five years earlier was correct, citing evidence that he had come across in Brazil.
Müller states in the 'Author's Preface':
It is not the purpose of the following pages to discuss once more the arguments deduced for and against Darwin's theory of the origin of species, or to weigh them one against the other. Their object is simply to indicate a few facts favourable to this theory, collected upon the same South American ground, on which, as Darwin tells us, the idea first occurred to him of devoting his attention to ‘the origin of species, — that mystery of mysteries.
It is only by the accumulation of new and valuable material that the controversy will gradually be brought into a state fit for final decision, and this appears to be for the present of more importance than a repeated analysis of what is already before us. Moreover, it is but fair to leave it to Darwin himself at first to beat off the attacks of his opponents from the splendid structure which he has raised with such a master-hand.
Document 1:::
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 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 theory was a peer-reviewed scientific journal covering all aspects of evolutionary biology. It was established in 1973 and published until 2003 by the University of Chicago. The founding editor-in-chief was Leigh Van Valen, later joined by Melissa Stoller.
Document 4:::
A biologist is a scientist who conducts research in biology. Biologists are interested in studying life on Earth, whether it is an individual cell, a multicellular organism, or a community of interacting populations. They usually specialize in a particular branch (e.g., molecular biology, zoology, and evolutionary biology) of biology and have a specific research focus (e.g., studying malaria or cancer).
Biologists who are involved in basic research have the aim of advancing knowledge about the natural world. They conduct their research using the scientific method, which is an empirical method for testing hypotheses. Their discoveries may have applications for some specific purpose such as in biotechnology, which has the goal of developing medically useful products for humans.
In modern times, most biologists have one or more academic degrees such as a bachelor's degree plus an advanced degree like a master's degree or a doctorate. Like other scientists, biologists can be found working in different sectors of the economy such as in academia, nonprofits, private industry, or government.
History
Francesco Redi, the founder of biology, is recognized to be one of the greatest biologists of all time. Robert Hooke, an English natural philosopher, coined the term cell, suggesting plant structure's resemblance to honeycomb cells.
Charles Darwin and Alfred Wallace independently formulated the theory of evolution by natural selection, which was described in detail in Darwin's book On the Origin of Species, which was published in 1859. In it, Darwin proposed that the features of all living things, including humans, were shaped by natural processes of descent with accumulated modification leading to divergence over long periods of time. The theory of evolution in its current form affects almost all areas of biology. Separately, Gregor Mendel formulated in the principles of inheritance in 1866, which became the basis of modern genetics.
In 1953, James D. Watson and Francis
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
On the origin of species is a book by darwin that spells out what theory?
A. theory of the computation
B. theory of the universe
C. theory of evolution
D. theory of reproduction
Answer:
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sciq-6662
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multiple_choice
|
Which ductless gland releases secretions directly into surrounding tissues and fluids?
|
[
"marrow gland",
"pineal gland",
"adrenal glands",
"endocrine gland"
] |
D
|
Relavent Documents:
Document 0:::
Serous glands secrete serous fluid. They contain serous acini, a grouping of serous cells that secrete serous fluid, isotonic with blood plasma, that contains enzymes such as alpha-amylase.
Serous glands are most common in the parotid gland and lacrimal gland but are also present in the submandibular gland and, to a far lesser extent, the sublingual gland.
Document 1:::
Uterine glands or endometrial glands are tubular glands, lined by a simple columnar epithelium, found in the functional layer of the endometrium that lines the uterus. Their appearance varies during the menstrual cycle. During the proliferative phase, uterine glands appear long due to estrogen secretion by the ovaries. During the secretory phase, the uterine glands become very coiled with wide lumens and produce a glycogen-rich secretion known as histotroph or uterine milk. This change corresponds with an increase in blood flow to spiral arteries due to increased progesterone secretion from the corpus luteum. During the pre-menstrual phase, progesterone secretion decreases as the corpus luteum degenerates, which results in decreased blood flow to the spiral arteries. The functional layer of the uterus containing the glands becomes necrotic, and eventually sloughs off during the menstrual phase of the cycle.
They are of small size in the unimpregnated uterus, but shortly after impregnation become enlarged and elongated, presenting a contorted or waved appearance.
Function
Hormones produced in early pregnancy stimulate the uterine glands to secrete a number of substances to give nutrition and protection to the embryo and fetus, and the fetal membranes. These secretions are known as histiotroph, alternatively histotroph, and also as uterine milk. Important uterine milk proteins are glycodelin-A, and osteopontin.
Some secretory components from the uterine glands are taken up by the secondary yolk sac lining the exocoelomic cavity during pregnancy, and may thereby assist in providing fetal nutrition.
Additional images
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The lymph glands of the thorax may be divided into parietal and visceral — the former being situated in the thoracic wall, the latter in relation to the viscera.
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The mediastinal branches are numerous small vessels which supply the lymph glands and loose areolar tissue in the posterior mediastinum.
Document 4:::
Tubular glands are glands with a tube-like shape throughout their length, in contrast with alveolar glands, which have a saclike secretory portion.
Tubular glands are further classified as one of the following types:
Additional images
See also
skin - glands in skin structure
hair follicles - for hair growth
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which ductless gland releases secretions directly into surrounding tissues and fluids?
A. marrow gland
B. pineal gland
C. adrenal glands
D. endocrine gland
Answer:
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|
sciq-7776
|
multiple_choice
|
What paired organs together receive about 25 percent of cardiac output and are protected in the retroperitoneal space by the renal fat pad and overlying ribs and muscle?
|
[
"kidneys",
"hands",
"lungs",
"brain"
] |
A
|
Relavent Documents:
Document 0:::
The pericardial sinuses are impressions in the pericardial sac formed between the points where great vessels enter it.
Structure
There are three pericardial sinuses: superior, transverse and oblique.
The superior sinus is anterior to the ascending aorta and the pulmonary trunk. It cannot be assessed in electrophysiology procedures.
The oblique sinus is an inverted J-shaped reflection of the venae cavae and pulmonary veins. It lies behind the atria (particularly the left atrium), and in between left and right pulmonary veins.
The transverse sinus is the tunnel-shaped passage posterior to the aorta and pulmonary trunk , and anterior to the superior vena cava. This sinus is clinically important because passing one end of clamp through the sinus, and the other end anterior to the aorta/pulmonary trunk will allow complete blockage of blood output. This is performed during some heart surgeries.
Clinical significance
During pericardial effusion, fluid may build up in the pericardial sinuses. This may be diagnosed with transoesophageal echocardiography.
Document 1:::
Articles related to anatomy include:
A
abdomen
abdominal aorta
abducens nerve
abducens nucleus
abducent
abducent nerve
abduction
accessory bone
accessory cuneate nucleus
accessory nerve
accessory olivary nucleus
accommodation reflex
acetabulum
Achilles tendon
acoustic nerve
acromion
adenohypophysis
adenoids
adipose
aditus
aditus ad antrum
adrenal gland
adrenergic
afferent neuron
agger nasi
agnosia
agonist
alar ligament
albuginea
alimentary
allantois
allocortex
alpha motor neurons
alveolar artery
alveolar process
alveolus
alveus of the hippocampus
amatory anatomy
amaurosis
Ammon's horn
ampulla
Ampulla of Vater
amygdala
amygdalofugal pathway
amygdaloid
amylacea
anaesthesia
analgesia
analogous
anastomosis
anatomical pathology
anatomical position
anatomical snuffbox
anatomical terms of location
anatomical terms of motion
anatomy
Anatomy of the human heart
anconeus
angiography
angiology
angular gyrus
anhidrosis
animal morphology
anisocoria
ankle
ankle reflex
annular ligament
annulus of Zinn
anomaly
anomic aphasia
anosognosia
ansa cervicalis
ansa lenticularis
anterior cerebral artery
Anterior chamber of eyeball
anterior choroidal artery
anterior commissure
anterior communicating artery
anterior corticospinal tract
anterior cranial fossa
anterior cruciate ligament
anterior ethmoidal foramen
anterior ethmoidal nerve
anterior funiculus
anterior horn cells
anterior horn of the lateral ventricle
anterior hypothalamus
anterior inferior cerebellar artery
anterior limb of the internal capsule
anterior lobe of cerebellum
anterior nucleus of the thalamus
anterior perforated substance
anterior pituitary
anterior root
anterior spinal artery
anterior spinocerebellar tract
anterior superior alveolar artery
anterior tibial artery
anterior vertebral muscle
anterior white commissure
anterolateral region of the neck
anterolateral system
antidromic
antihelix
antrum
anulus fibrosus
anulus tendineus
anus
aorta
aortic body
aponeurosis
apophysis
appendage
appendicular skeleton
appendix
apros
Document 2:::
The Center for Anatomy of the Charité is one of the centers of the Universitätsmedizin Berlin Charité in Berlin whose primary goals are anatomy teaching and research.
It is part of Charité Center 2 for basic medicine and is composed of 3 institutes - Institute of Integrative Anatomy, Institute of Cell Biology and Neurobiology, Institute of Vegetative Anatomy. It has a long history.
History
Past directors: Christian Max Spener (1713–1714), Heinrich Henrici (1714–1723), August Buddeus (1696–1753), Johann Friedrich Meckel, the Elder (1753–1773), Johann Gottlieb Walter (1773–1810), Karl Bogislaus Reichert (until 1883), Heinrich Wilhelm Waldeyer, Rudolph Fick (1917–1952), Hermann Stieve (1946–1949), Friedrich Wilhelm Kopsch (1946–1949), Anton Johannes Waldeyer (1954–1966).
Friedrich Schlemm (1795–1858) was full professor of anatomy in the University of Berlin since 1833.
External links
https://web.archive.org/web/20081211134425/http://www.charite.de/anatomie/
Bibliography
Andreas Winkelmann, 2008, Schlemm, the body snatcher?, Ann. Anat., 190, 3, 223–229, doi = 10.1016/j.aanat.2007.12.002
Andreas Winkelmann, Wilhelm von Waldeyer-Hartz (1836–1921): an anatomist who left his mark, 2007, Clinical anatomy, doi=10.1002/ca.20400, 20, 231–234.
Human anatomy
Charité
Document 3:::
Surgical and Radiologic Anatomy is a peer-reviewed medical journal that publishes original research and review articles on the bases of medical, surgical and radiologic anatomy. According to the Journal Citation Reports, the journal has a current impact factor of 1.4, ranking it 13th out of 20 journals in the category "Anatomy & Morphology". The journal ranked 116th out of 135 journals under "Surgery" category.
Document 4:::
Surface anatomy (also called superficial anatomy and visual anatomy) is the study of the external features of the body of an animal. In birds this is termed topography. Surface anatomy deals with anatomical features that can be studied by sight, without dissection. As such, it is a branch of gross anatomy, along with endoscopic and radiological anatomy. Surface anatomy is a descriptive science. In particular, in the case of human surface anatomy, these are the form and proportions of the human body and the surface landmarks which correspond to deeper structures hidden from view, both in static pose and in motion.
In addition, the science of surface anatomy includes the theories and systems of body proportions and related artistic canons. The study of surface anatomy is the basis for depicting the human body in classical art.
Some pseudo-sciences such as physiognomy, phrenology and palmistry rely on surface anatomy.
Human surface anatomy
Surface anatomy of the thorax
Knowledge of the surface anatomy of the thorax (chest) is particularly important because it is one of the areas most frequently subjected to physical examination, like auscultation and percussion. In cardiology, Erb's point refers to the third intercostal space on the left sternal border where S2 heart sound is best auscultated. Some sources include the fourth left interspace.
Human female breasts are located on the chest wall, most frequently between the second and sixth rib.
Anatomical landmarks
On the trunk of the body in the thoracic area, the shoulder in general is the acromial, while the curve of the shoulder is the deltoid.
The back as a general area is the dorsum or dorsal area, and the lower back as the limbus or lumbar region.
The shoulderblades are the scapular area and the breastbone is the sternal region.
The abdominal area is the region between the chest and the pelvis.
The breast is called the mamma or mammary, the armpit as the axilla and axillary, and the navel as the umb
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What paired organs together receive about 25 percent of cardiac output and are protected in the retroperitoneal space by the renal fat pad and overlying ribs and muscle?
A. kidneys
B. hands
C. lungs
D. brain
Answer:
|
|
sciq-896
|
multiple_choice
|
How do most fish reproduce with one another?
|
[
"on land",
"asexually",
"same sex",
"sexually"
] |
D
|
Relavent Documents:
Document 0:::
Asexual reproduction in starfish takes place by fission or through autotomy of arms. In fission, the central disc breaks into two pieces and each portion then regenerates the missing parts. In autotomy, an arm is shed with part of the central disc attached, which continues to live independently as a "comet", eventually growing a new set of arms. Although almost all sea stars can regenerate their limbs, only a select few sea star species are able to reproduce in these ways.
Fission
Fissiparity in the starfish family Asteriidae is confined to the genera Coscinasterias, Stephanasterias and Sclerasterias. Another family in which asexual reproduction by fission has independently arisen is the Asterinidae. The life span is at least four years.
A dense population of Stephanasterias albula was studied at North Lubec, Maine. All the individuals were fairly small, with arm lengths not exceeding , but no juveniles were found, suggesting that there had been no recent larval recruitment and that this species may be obligately fissiparous. Fission seemed to take place only in the spring and summer and for any individual, occurred once a year or once every two years.
Another species, Coscinasterias tenuispina, has a variable number of arms but is often found with 7 arms divided into dis-similar sized groups of 3 and 4. It is unclear why fission starts in any particular part of the disc rather than any other, but the origin seemed to bear some relation to the position of the madreporites and the longest arm. This species typically reproduces sexually in the winter and by fission at other times of year. The undivided individual has 1 to 5 madreporites and at least one is found in each offspring. New arms usually appear in groups of 4 and are normally accompanied by the appearance of additional madreporites. The presence of multiple madreporites seems to be a prerequisite of fission. In Brazil, only male individuals have been found and fission takes place all the year round, thou
Document 1:::
Molly R. Morris is an American behavioral ecologist who has worked with treefrogs and swordtail fishes in the areas of alternative reproductive tactics and sexual selection.
Morris received a Bachelor of Arts from Earlham College and a PhD from Indiana University. As a National Science Foundation postdoctoral fellow at the University of Texas at Austin, her work with Mike Ryan demonstrated equal fitnesses between alternative reproductive tactics in a species of swordtail fish. She joined the faculty at Ohio University in 1997, where she is now a professor in the Department of Biological Sciences. She is also the Associate Editor for the journal Behavior. Her publication credits include multiple papers on Animal behavior and Ecology. Her current research relates to diabetes, as well as behavioral ecology, using the swordtail fish Xiphophorus as a model organism.
Personal life
Morris is married to Kevin de Queiroz, an evolutionary biologist at the Smithsonian Institution's National Museum of Natural History.
Selected works
Document 2:::
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 3:::
External fertilization is a mode of reproduction in which a male organism's sperm fertilizes a female organism's egg outside of the female's body.
It is contrasted with internal fertilization, in which sperm are introduced via insemination and then combine with an egg inside the body of a female organism. External fertilization typically occurs in water or a moist area to facilitate the movement of sperm to the egg. The release of eggs and sperm into the water is known as spawning. In motile species, spawning females often travel to a suitable location to release their eggs.
However, sessile species are less able to move to spawning locations and must release gametes locally. Among vertebrates, external fertilization is most common in amphibians and fish. Invertebrates utilizing external fertilization are mostly benthic, sessile, or both, including animals such as coral, sea anemones, and tube-dwelling polychaetes. Benthic marine plants also use external fertilization to reproduce. Environmental factors and timing are key challenges to the success of external fertilization. While in the water, the male and female must both release gametes at similar times in order to fertilize the egg. Gametes spawned into the water may also be washed away, eaten, or damaged by external factors.
Sexual selection
Sexual selection may not seem to occur during external fertilization, but there are ways it actually can. The two types of external fertilizers are nest builders and broadcast spawners. For female nest builders, the main choice is the location of where to lay her eggs. A female can choose a nest close to the male she wants to fertilize her eggs, but there is no guarantee that the preferred male will fertilize any of the eggs. Broadcast spawners have a very weak selection, due to the randomness of releasing gametes. To look into the effect of female choice on external fertilization, an in vitro sperm competition experiment was performed. The results concluded that ther
Document 4:::
David P. Philipp is an American-born biologist known for his work on conservation genetics, reproductive ecology, and the effects of angling on fish populations. He is a conservation geneticist and Director of the Fisheries Genetics Lab at the Illinois Natural History Survey, an adjunct professor at the University of Illinois, and the Chair of the Fisheries Conservation Foundation. Philipp has supervised a number of graduate students including Steven J. Cooke, Cory Suski, Derek Aday, Jeff Koppelman, Jana Svec, Jimmy Ludden, Dale Burkett, Sascha Danylchuk and Jeff Stein.
Research
Philipp's research examines genetics, reproduction, and spatial ecology of fishes, and the effects of fisheries interactions on these dynamics in North America and the Caribbean. His early research examined centrarchid population genetics, gene expression, reproductive physiology, and strategies, heritability of fish behaviour, and life history strategies.
More recently, Philipp's research has focused on the effects of fisheries interactions and environmental stressors on reproductive success, physiology, behavior, and survival of fishes.
Philipp's research revealed that populations of largemouth bass, Micropterus salmoides, in most of North America composite a separate species from the Florida bass, M. floridanus, in Florida, and that stocking programs introducing Florida bass outside their native range have detrimental genetic effects on largemouth bass populations. Another research program showed that angling targets individual largemouth bass with certain behavioural and physiological characteristics, and in the process can cause evolutionary change in populations including reduced parental care and reproductive success, as well as reduced angling success rates. Philipps is also involved with research programs in The Bahamas examining spatial ecology and the effects of fisheries interactions on bonefish.
Conservation activity
Philipp is a co-founder and Chair of the Fisheries C
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How do most fish reproduce with one another?
A. on land
B. asexually
C. same sex
D. sexually
Answer:
|
|
sciq-7229
|
multiple_choice
|
What umbrella term describes small structures that exist within cells and perform specialized functions?
|
[
"atoms",
"organisms",
"organelles",
"macromolecules"
] |
C
|
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:::
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:::
In cell biology, microtrabeculae were a hypothesised fourth element of the cytoskeleton (the other three being microfilaments, microtubules and intermediate filaments), proposed by Keith Porter based on images obtained from high-voltage electron microscopy of whole cells in the 1970s. The images showed short, filamentous structures of unknown molecular composition associated with known cytoplasmic structures. It is now generally accepted that microtrabeculae are nothing more than an artifact of certain types of fixation treatment, although the complexity of the cell's cytoskeleton is not yet fully understood.
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What umbrella term describes small structures that exist within cells and perform specialized functions?
A. atoms
B. organisms
C. organelles
D. macromolecules
Answer:
|
|
sciq-9649
|
multiple_choice
|
Angiosperms possess reproductive structures that attract animals that perform what role?
|
[
"evolution",
"vegetation",
"pollination",
"isolation"
] |
C
|
Relavent Documents:
Document 0:::
A sexual system is a pattern of sex allocation or a distribution of male and female function across organisms in a species. Terms like reproductive system and mating system have also been used as synonyms.
The distinction between sexual systems is not always clear due to phenotypic plasticity. Sexual systems are viewed as a key factor for genetic variation and reproductive success, and may have also led to the origin or extinction of certain species.
Interests in sexual systems go back to Darwin, who found that barnacles contain species that are androdioecious and some that are dioecious.
Types of sexual systems
In angiosperms there are monomorphic sexual systems where a species has combination of hermaphrodite, male, and/or female flowers on the same plant. Monomorphic sexual systems include monoecy, gynomonoecy, andromonoecy, and trimonoecy. There are also dimorphic sexual systems where individual plants within a species only produce one sort of flower — hermaphrodite, male, or female. Dimorphic sexual systems include dioecy, gynodioecy, androdioecy, and trioecy. Mixed sexual systems are where hermaphrodites coexist with single sexed individuals. This includes androdioecy, gynodioecy, and trioecy.
What determines whether a flower is male, female, or hermaphroditic is the presence of a stamen — which contains male gametes — and/or pistil — which contains female gametes. Male ( staminate) flowers only have a stamen. Female (a.k.a. pistillate) flowers only have a pistil. Hermaphrodite (a.k.a. perfect, or bisexual) flowers have both a stamen and pistil. The sex of a single flower may differ from the sex of the whole organism: for example, a plant may have both staminate and pistillate flowers, making the plant as a whole a hermaphrodite. Hence although all monomorphic plants are hermaphrodites, different combinations of flower types (staminate, pistillate, or perfect) produces distinct monomorphic sexual systems.
(See Plant reproductive morphology for further d
Document 1:::
In ecology, functional equivalence (or functional redundancy) is the ecological phenomenon that multiple species representing a variety of taxonomic groups can share similar, if not identical, roles in ecosystem functionality (e.g., nitrogen fixers, algae scrapers, scavengers). This phenomenon can apply to both plant and animal taxa. The idea was originally presented in 2005 by Stephen Hubbell, a plant ecologist at the University of Georgia. This idea has led to a new paradigm for species-level classification – organizing species into groups based on functional similarity rather than morphological or evolutionary history. In the natural world, several examples of functional equivalence among different taxa have emerged analogously.
Plant-pollinator relationships
One example of functional equivalence is demonstrated in plant-pollinator relationships, whereby a certain plant species may evolve flower morphology that selects for pollination by a host of taxonomically-unrelated species to provide the same function (fruit production following pollination). For example, the herbaceous plant spiny madwort (Hormathophylla spinosa) grows flowers that are shaped so that taxonomically unrelated pollinators behave almost identically during pollination. From the plant's perspective, each of these pollinators are functionally equivalent and thus are not subjected to specific selective pressures Variation in the shape and structure of both flower and seed morphology can be a source of selective pressure for animal species to evolve a variety of morphological features, yet also provide the same function to the plant.
Plant-animal seed dispersal mechanisms
Plant-animal interactions in terms of seed dispersal are another example of functional equivalence. Evidence has shown that, over the course of millions of years, most plants have maintained evolutionary trait stability in terms of the size and shape of their fruits. However, the animal species that consume and disperse the
Document 2:::
Plant reproductive morphology is the study of the physical form and structure (the morphology) of those parts of plants directly or indirectly concerned with sexual reproduction.
Among all living organisms, flowers, which are the reproductive structures of angiosperms, are the most varied physically and show a correspondingly great diversity in methods of reproduction. Plants that are not flowering plants (green algae, mosses, liverworts, hornworts, ferns and gymnosperms such as conifers) also have complex interplays between morphological adaptation and environmental factors in their sexual reproduction. The breeding system, or how the sperm from one plant fertilizes the ovum of another, depends on the reproductive morphology, and is the single most important determinant of the genetic structure of nonclonal plant populations. Christian Konrad Sprengel (1793) studied the reproduction of flowering plants and for the first time it was understood that the pollination process involved both biotic and abiotic interactions. Charles Darwin's theories of natural selection utilized this work to build his theory of evolution, which includes analysis of the coevolution of flowers and their insect pollinators.
Use of sexual terminology
Plants have complex lifecycles involving alternation of generations. One generation, the sporophyte, gives rise to the next generation, the gametophyte asexually via spores. Spores may be identical isospores or come in different sizes (microspores and megaspores), but strictly speaking, spores and sporophytes are neither male nor female because they do not produce gametes. The alternate generation, the gametophyte, produces gametes, eggs and/or sperm. A gametophyte can be monoicous (bisexual), producing both eggs and sperm, or dioicous (unisexual), either female (producing eggs) or male (producing sperm).
In the bryophytes (liverworts, mosses, and hornworts), the sexual gametophyte is the dominant generation. In ferns and seed plants (inc
Document 3:::
A pollination network is a bipartite mutualistic network in which plants and pollinators are the nodes, and the pollination interactions form the links between these nodes. The pollination network is bipartite as interactions only exist between two distinct, non-overlapping sets of species, but not within the set: a pollinator can never be pollinated, unlike in a predator-prey network where a predator can be depredated. A pollination network is two-modal, i.e., it includes only links connecting plant and animal communities.
Nested structure of pollination networks
A key feature of pollination networks is their nested design. A study of 52 mutualist networks (including plant-pollinator interactions and plant-seed disperser interactions) found that most of the networks were nested. This means that the core of the network is made up of highly connected generalists (a pollinator that visits many different species of plant), while specialized species interact with a subset of the species that the generalists interact with (a pollinator that visits few species of plant, which are also visited by generalist pollinators). As the number of interactions in a network increases, the degree of nestedness increases as well. One property that results from nested structure of pollination networks is an asymmetry in specialization, where specialist species are often interacting with some of the most generalized species. This is in contrast to the idea of reciprocal specialization, where specialist pollinators interact with specialist plants. Similar to the relationship between network complexity and network nestedness, the amount of asymmetry in specialization increases as the number of interactions increases.
Modularity of networks
Another feature that is common in pollination networks is modularity. Modularity occurs when certain groups of species within a network are much more highly connected to each other than they are with the rest of the network, with weak interactions c
Document 4:::
In spermatophyte plants, seed dispersal is the movement, spread or transport of seeds away from the parent plant. Plants have limited mobility and rely upon a variety of dispersal vectors to transport their seeds, including both abiotic vectors, such as the wind, and living (biotic) vectors such as birds. Seeds can be dispersed away from the parent plant individually or collectively, as well as dispersed in both space and time. The patterns of seed dispersal are determined in large part by the dispersal mechanism and this has important implications for the demographic and genetic structure of plant populations, as well as migration patterns and species interactions. There are five main modes of seed dispersal: gravity, wind, ballistic, water, and by animals. Some plants are serotinous and only disperse their seeds in response to an environmental stimulus. These modes are typically inferred based on adaptations, such as wings or fleshy fruit. However, this simplified view may ignore complexity in dispersal. Plants can disperse via modes without possessing the typical associated adaptations and plant traits may be multifunctional.
Benefits
Seed dispersal is likely to have several benefits for different plant species. Seed survival is often higher away from the parent plant. This higher survival may result from the actions of density-dependent seed and seedling predators and pathogens, which often target the high concentrations of seeds beneath adults. Competition with adult plants may also be lower when seeds are transported away from their parent.
Seed dispersal also allows plants to reach specific habitats that are favorable for survival, a hypothesis known as directed dispersal. For example, Ocotea endresiana (Lauraceae) is a tree species from Latin America which is dispersed by several species of birds, including the three-wattled bellbird. Male bellbirds perch on dead trees in order to attract mates, and often defecate seeds beneath these perches where the see
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Angiosperms possess reproductive structures that attract animals that perform what role?
A. evolution
B. vegetation
C. pollination
D. isolation
Answer:
|
|
sciq-10654
|
multiple_choice
|
What is the term for crops that are genetically modified with new genes that code for traits useful to humans?
|
[
"carcinogenic",
"transgenic",
"mutant",
"embryonic"
] |
B
|
Relavent Documents:
Document 0:::
Genetically modified agriculture includes:
Genetically modified crops
Genetically modified livestock
Genetic engineering
Genetically modified organisms
Document 1:::
Plant breeding is the science of changing the traits of plants in order to produce desired characteristics. It has been used to improve the quality of nutrition in products for humans and animals. The goals of plant breeding are to produce crop varieties that boast unique and superior traits for a variety of applications. The most frequently addressed agricultural traits are those related to biotic and abiotic stress tolerance, grain or biomass yield, end-use quality characteristics such as taste or the concentrations of specific biological molecules (proteins, sugars, lipids, vitamins, fibers) and ease of processing (harvesting, milling, baking, malting, blending, etc.).
Plant breeding can be performed through many different techniques ranging from simply selecting plants with desirable characteristics for propagation, to methods that make use of knowledge of genetics and chromosomes, to more complex molecular techniques. Genes in a plant are what determine what type of qualitative or quantitative traits it will have. Plant breeders strive to create a specific outcome of plants and potentially new plant varieties, and in the course of doing so, narrow down the genetic diversity of that variety to a specific few biotypes.
It is practiced worldwide by individuals such as gardeners and farmers, and by professional plant breeders employed by organizations such as government institutions, universities, crop-specific industry associations or research centers. International development agencies believe that breeding new crops is important for ensuring food security by developing new varieties that are higher yielding, disease resistant, drought tolerant or regionally adapted to different environments and growing conditions.
A recent study shows that without plant breeding, Europe would have produced 20% fewer arable crops over the last 20 years, consuming an additional of land and emitting of carbon. Wheat species created for Morocco are currently being crossed with
Document 2:::
Genetic engineering is the science of manipulating genetic material of an organism. The first artificial genetic modification accomplished using biotechnology was transgenesis, the process of transferring genes from one organism to another, first accomplished by Herbert Boyer and Stanley Cohen in 1973. It was the result of a series of advancements in techniques that allowed the direct modification of the genome. Important advances included the discovery of restriction enzymes and DNA ligases, the ability to design plasmids and technologies like polymerase chain reaction and sequencing. Transformation of the DNA into a host organism was accomplished with the invention of biolistics, Agrobacterium-mediated recombination and microinjection.
The first genetically modified animal was a mouse created in 1974 by Rudolf Jaenisch. In 1976 the technology was commercialised, with the advent of genetically modified bacteria that produced somatostatin, followed by insulin in 1978. In 1983 an antibiotic resistant gene was inserted into tobacco, leading to the first genetically engineered plant. Advances followed that allowed scientists to manipulate and add genes to a variety of different organisms and induce a range of different effects. Plants were first commercialized with virus resistant tobacco released in China in 1992. The first genetically modified food was the Flavr Savr tomato marketed in 1994. By 2010, 29 countries had planted commercialized biotech crops. In 2000 a paper published in Science introduced golden rice, the first food developed with increased nutrient value.
Agriculture
Genetic engineering is the direct manipulation of an organism's genome using certain biotechnology techniques that have only existed since the 1970s. Human directed genetic manipulation was occurring much earlier, beginning with the domestication of plants and animals through artificial selection. The dog is believed to be the first animal domesticated, possibly arising from a common anc
Document 3:::
Genetically modified food controversies are disputes over the use of foods and other goods derived from genetically modified crops instead of conventional crops, and other uses of genetic engineering in food production. The disputes involve consumers, farmers, biotechnology companies, governmental regulators, non-governmental organizations, and scientists. The key areas of controversy related to genetically modified food (GM food or GMO food) are whether such food should be labeled, the role of government regulators, the objectivity of scientific research and publication, the effect of genetically modified crops on health and the environment, the effect on pesticide resistance, the impact of such crops for farmers, and the role of the crops in feeding the world population. In addition, products derived from GMO organisms play a role in the production of ethanol fuels and pharmaceuticals.
Specific concerns include mixing of genetically modified and non-genetically modified products in the food supply, effects of GMOs on the environment, the rigor of the regulatory process, and consolidation of control of the food supply in companies that make and sell GMOs. Advocacy groups such as the Center for Food Safety, Organic Consumers Association, Union of Concerned Scientists, and Greenpeace say risks have not been adequately identified and managed, and they have questioned the objectivity of regulatory authorities.
The safety assessment of genetically engineered food products by regulatory bodies starts with an evaluation of whether or not the food is substantially equivalent to non-genetically engineered counterparts that are already deemed fit for human consumption. No reports of ill effects have been documented in the human population from genetically modified food.
There is a scientific consensus that currently available food derived from GM crops poses no greater risk to human health than conventional food, but that each GM food needs to be tested on a case-by-case
Document 4:::
Genetically modified plants have been engineered for scientific research, to create new colours in plants, deliver vaccines, and to create enhanced crops. Plant genomes can be engineered by physical methods or by use of Agrobacterium for the delivery of sequences hosted in T-DNA binary vectors. Many plant cells are pluripotent, meaning that a single cell from a mature plant can be harvested and then under the right conditions form a new plant. This ability is most often taken advantage by genetic engineers through selecting cells that can successfully be transformed into an adult plant which can then be grown into multiple new plants containing transgene in every cell through a process known as tissue culture.
Research
Much of the advances in the field genetic engineering has come from experimentation with tobacco. Major advances in tissue culture and plant cellular mechanisms for a wide range of plants has originated from systems developed in tobacco. It was the first plant to be genetically engineered and is considered a model organism for not only genetic engineering, but a range of other fields. As such the transgenic tools and procedures are well established making it one of the easiest plants to transform. Another major model organism relevant to genetic engineering is Arabidopsis thaliana. Its small genome and short life cycle makes it easy to manipulate and it contains many homologs to important crop species. It was the first plant sequenced, has abundant bioinformatic resources and can be transformed by simply dipping a flower in a transformed Agrobacterium solution.
In research, plants are engineered to help discover the functions of certain genes. The simplest way to do this is to remove the gene and see what phenotype develops compared to the wild type form. Any differences are possibly the result of the missing gene. Unlike mutagenisis, genetic engineering allows targeted removal without disrupting other genes in the organism. Some genes are only ex
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for crops that are genetically modified with new genes that code for traits useful to humans?
A. carcinogenic
B. transgenic
C. mutant
D. embryonic
Answer:
|
|
sciq-3934
|
multiple_choice
|
Lava flows from a volcano and hardens into what?
|
[
"rock",
"sand",
"snow",
"life"
] |
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:::
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:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 3:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 4:::
The 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Lava flows from a volcano and hardens into what?
A. rock
B. sand
C. snow
D. life
Answer:
|
|
sciq-8450
|
multiple_choice
|
What do ferns use in place of seeds to reproduce?
|
[
"toxins",
"spores",
"glands",
"atoms"
] |
B
|
Relavent Documents:
Document 0:::
Ceratopteris richardii is a fern species belonging to the genus Ceratopteris, one of only two genera of the subfamily Parkerioideae of the family Pteridaceae. It is one of several genera of ferns adapted to an aquatic existence. C. richardii was previously regarded as being part of the species Ceratopteris thalictroides.
"C-Fern"
This particular species is of special scientific interest because a patented strain, called "C-Fern", was developed as a scientific aid and teaching tool in biology in 1995. The use of "C-Fern" is facilitated by the fact that it grows readily in a cell-culture dish on agar media, reaching sexual maturity within 2–3 weeks of spore inoculation, with motile sperm cells being visible at this time. Over the course of about 6 weeks germination, sex determination and development of gametophytes, fertilization, embryogenesis, organogenesis, and sporophyte growth can all be observed, allowing an incredibly comprehensive study of the life cycle of homosporous ferns in a relatively short time period. In addition, due to the small size of the plant many specimens can be observed growing simultaneously, allowing for larger sample sizes in research studies. Following the culture of "C-Fern" in dishes it can be transplanted to a dirt substrate, where it can be further allowed to grow and future generations can be used for subsequent studies.
Monilophytes are generally studied far less than other groups of plants and a full genome sequence is not yet available, however due to the development of "C-Fern" research into fern biology has been more prevalent and C. richardii has been used as a model organism to study vascular plant cell walls, alternation of generations (and associated mutations), genetics, population dynamics, and the effects of mitotic disrupter herbicides, among other topics. Despite being genetically identical the inoculated spores can give rise to both hermaphrodites and male gametophytes, depending on the secretion of antheridiogen;
Document 1:::
Microspores are land plant spores that develop into male gametophytes, whereas megaspores develop into female gametophytes. The male gametophyte gives rise to sperm cells, which are used for fertilization of an egg cell to form a zygote. Megaspores are structures that are part of the alternation of generations in many seedless vascular cryptogams, all gymnosperms and all angiosperms. Plants with heterosporous life cycles using microspores and megaspores arose independently in several plant groups during the Devonian period. Microspores are haploid, and are produced from diploid microsporocytes by meiosis.
Morphology
The microspore has three different types of wall layers. The outer layer is called the perispore, the next is the exospore, and the inner layer is the endospore. The perispore is the thickest of the three layers while the exospore and endospore are relatively equal in width.
Seedless vascular plants
In heterosporous seedless vascular plants, modified leaves called microsporophylls bear microsporangia containing many microsporocytes that undergo meiosis, each producing four microspores. Each microspore may develop into a male gametophyte consisting of a somewhat spherical antheridium within the microspore wall. Either 128 or 256 sperm cells with flagella are produced in each antheridium. The only heterosporous ferns are aquatic or semi-aquatic, including the genera Marsilea, Regnellidium, Pilularia, Salvinia, and Azolla. Heterospory also occurs in the lycopods in the spikemoss genus Selaginella and in the quillwort genus Isoëtes.
Types of seedless vascular plants:
Water ferns
Spikemosses
Quillworts
Gymnosperms
In seed plants the microspores develop into pollen grains each containing a reduced, multicellular male gametophyte. The megaspores, in turn, develop into reduced female gametophytes that produce egg cells that, once fertilized, develop into seeds. Pollen cones or microstrobili usually develop toward the tips of the lower branches in cluste
Document 2:::
The ferns (Polypodiopsida or Polypodiophyta) are a group of vascular plants (plants with xylem and phloem) that reproduce via spores and have neither seeds nor flowers. They differ from mosses by being vascular, i.e., having specialized tissues that conduct water and nutrients and in having life cycles in which the branched sporophyte is the dominant phase.
Ferns have complex leaves called megaphylls, that are more complex than the microphylls of clubmosses. Most ferns are leptosporangiate ferns. They produce coiled fiddleheads that uncoil and expand into fronds. The group includes about 10,560 known extant species. Ferns are defined here in the broad sense, being all of the Polypodiopsida, comprising both the leptosporangiate (Polypodiidae) and eusporangiate ferns, the latter group including horsetails, whisk ferns, marattioid ferns, and ophioglossoid ferns.
Ferns first appear in the fossil record about 360 million years ago in the late Devonian period, but Polypodiales, the group that makes up 80% of living fern diversity, did not appear and diversify until the Cretaceous, contemporaneous with the rise of flowering plants that came to dominate the world's flora.
Ferns are not of major economic importance, but some are used for food, medicine, as biofertilizer, as ornamental plants, and for remediating contaminated soil. They have been the subject of research for their ability to remove some chemical pollutants from the atmosphere. Some fern species, such as bracken (Pteridium aquilinum) and water fern (Azolla filiculoides), are significant weeds worldwide. Some fern genera, such as Azolla, can fix nitrogen and make a significant input to the nitrogen nutrition of rice paddies. They also play certain roles in folklore.
Description
Sporophyte
Extant ferns are herbaceous perennials and most lack woody growth. When woody growth is present, it is found in the stem. Their foliage may be deciduous or evergreen, and some are semi-evergreen depending on the climate.
Document 3:::
A sporocarp is a specialised type of structure in the aquatic ferns of the order Salviniales whose primary function is the production and release of spores.
Sporocarps are found only in the Salviniales, a group that is aquatic and heterosporous, but the structures are very different in the two families of the order. In the Salviniaceae family, the sporocarp is nothing more than a modified sorus, a single cluster of spore-producing tissues enclosed by a thin sphere of tissue and attached to the leaves. In the Marsileaceae (water-clover) family, the sporocarp is a more elaborate structure formed from an entire leaf whose development and form is greatly modified. These are hairy, short-stalked, bean-shaped structures (usually 3 to 8 mm in diameter) with a hardened outer covering. This outer covering is tough and resistant to drying out, allowing the spores inside to survive unfavorable conditions such as winter frost or summer desiccation. Despite this toughness, the sporocarps will open readily in water if conditions are favorable, and specimens have been successfully germinated after being stored for more than forty years. Each growing season, only one sporocarp develops per node along the rhizome near the base of the other leaf-stalks.
The sporocarps are functionally and developmentally modified leaves, although they have much shorter stalks than the vegetative leaves. Inside the sporocarp, the modified leaflets bear several sori, each of which consists of several sporangia covered by a thin hood of tissue (the indusium). Each sorus includes a mix of two types of sporangium, each type producing only one of two kinds of spores. Toward the center of each sorus and developing first are the megasporangia, each of which will produce a single large female megaspore. Surrounding them at the edge of the sorus and developing later are the microsporangia, each of which will produce many small male microspores.
Document 4:::
Antheridiogens are a class of chemicals secreted by fern gametophytes that have "been shown to influence production of male gametangia and thus mating systems in a large number of terrestrial fern species". Antheridiogens are only observed in homosporous fern species, as all gametophytes are potentially bisexual (have the ability to produce both archegonia and antheridia).
Background
The first study regarding antheridiogen was published by Walter Döpp in 1950. In this article, he explains the discovery of a molecule, which he titled "A-substanz", that caused premature formation of antheridia when agar media was reused after cultivation of Pteridium aquilinum. A majority of the studies regarding antheridiogen were done by two researchers, Ulrich Näf and H. Schraudolf.
Sex-determination pathway
The way in which antheridiogen determines sex in ferns is a "spatiotemporally split gibberellin synthesis pathway". Gibberellin is a group of hormones that control plant processes. In the first step of this process, gametophytes, or prothalli, express gibberellin (GA) specific genes, which produces a GA intermediate molecule that is then secreted into the external environment. In the second step, antheridiogens are taken up by neighboring gametophytes in the colony and undergoes a series of molecular changes that allow it to finally induce or suppress formation of antheridia or archegonia. This helps regulate the sex ratio of the colony.
The timing with which antheridiogen affects the gender of growing gametophytes is still under study. One theory states that "the spores that germinate first develop as hermaphrodites and secrete antheridiogen, while those that germinate later or develop more slowly become male under the influence of the secreted antheridiogen". Depending on the ratio of males to hermaphrodites, either outcrossing or inbreeding is selected for by the population.
Studies performed on Ceratopteris richardii have proven that a growing gametophyte is only abl
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do ferns use in place of seeds to reproduce?
A. toxins
B. spores
C. glands
D. atoms
Answer:
|
|
sciq-2908
|
multiple_choice
|
What type of minerals are often found where seas once covered the land?
|
[
"crystals",
"carbonate",
"magnesium",
"sea salt"
] |
B
|
Relavent Documents:
Document 0:::
See also
List of minerals
Document 1:::
Mineral tests are several methods which can help identify the mineral type. This is used widely in mineralogy, hydrocarbon exploration and general mapping. There are over 4000 types of minerals known with each one with different sub-classes. Elements make minerals and minerals make rocks so actually testing minerals in the lab and in the field is essential to understand the history of the rock which aids data, zonation, metamorphic history, processes involved and other minerals.
The following tests are used on specimen and thin sections through polarizing microscope.
Color
Color of the mineral. This is not mineral specific. For example quartz can be almost any color, shape and within many rock types.
Streak
Color of the mineral's powder. This can be found by rubbing the mineral onto a concrete. This is more accurate but not always mineral specific.
Lustre
This is the way light reflects from the mineral's surface. A mineral can be metallic (shiny) or non-metallic (not shiny).
Transparency
The way light travels through minerals. The mineral can be transparent (clear), translucent (cloudy) or opaque (none).
Specific gravity
Ratio between the weight of the mineral relative to an equal volume of water.
Mineral habitat
The shape of the crystal and habitat.
Magnetism
Magnetic or nonmagnetic. Can be tested by using a magnet or a compass. This does not apply to all ion minerals (for example, pyrite).
Cleavage
Number, behaviour, size and way cracks fracture in the mineral.
UV fluorescence
Many minerals glow when put under a UV light.
Radioactivity
Is the mineral radioactive or non-radioactive? This is measured by a Geiger counter.
Taste
This is not recommended. Is the mineral salty, bitter or does it have no taste?
Bite Test
This is not recommended. This involves biting a mineral to see if its generally soft or hard. This was used in early gold exploration to tell the difference between pyrite (fools gold, hard) and gold (soft).
Hardness
The Mohs Hardn
Document 2:::
In oceanography, terrigenous sediments are those derived from the erosion of rocks on land; that is, they are derived from terrestrial (as opposed to marine) environments. Consisting of sand, mud, and silt carried to sea by rivers, their composition is usually related to their source rocks; deposition of these sediments is largely limited to the continental shelf.
Sources of terrigenous sediments include volcanoes, weathering of rocks, wind-blown dust, grinding by glaciers, and sediment carried by rivers or icebergs.
Terrigenous sediments are responsible for a significant amount of the salt in today's oceans. Over time rivers continue to carry minerals to the ocean but when water evaporates, it leaves the minerals behind. Since chlorine and sodium are not consumed by biological processes, these two elements constitute the greatest portion of dissolved minerals.
Quantity
Some 1.35 billion tons, or 8% of global river-borne sediment (16.5-17 billion tons globally), is transported by Ganges-Brahmaputra river system annually according to decades old studies, it is unquantified how much variance year to year as well as the impact modern humans have on this amount by holding back sediment in dams, counteracted with increased development of erosion patterns. Wind born sediment also transports billions of tons annually, most prominent in Saharan dust, but thought to be substantially less than rivers; again, variance of year to year and human impacts of land use remain unquantified on this data. It is well known terrain influences climate conditions, and erosive processes slowly but surely modify terrain along with tectonic causes, but all encompassing studies have been lacking on a global scale to understand how these shape of land and sea factors fit in with both human induced climate change and natural geo-astrological climate variability.
See also
Pelagic sediments
Biogenous Ooze
Document 3:::
The Index to Marine & Lacustrine Geological Samples is a collaboration between multiple institutions and agencies that operate geological sample repositories. The purpose of the database is to help researchers locate sea floor and lakebed cores, grabs, dredges, and drill samples in their collections.
Sample material is available from participating institutions unless noted as unavailable.
Data include basic collection and storage information. Lithology, texture, age, principal investigator, province, weathering/metamorphism, glass remarks, and descriptive comments are included for some samples. Links are provided to related data and information at the institutions and at NCEI.
Data are coded by individual institutions, several of which receive funding from the US National Science Foundation. For more information see the NSF Division of Ocean Sciences Data and Sample Policy.
The Index is endorsed by the Intergovernmental Oceanographic Commission, Committee on International Oceanographic Data and Information Exchange (IODE-XIV.2).
The index is maintained by the National Centers for Environmental Information (NCEI), formerly the National Geophysical Data Center (NGDC), and collocated World Data Center for Geophysics, Boulder, Colorado. NCEI is part of the National Environmental Satellite, Data and Information Service of the National Oceanic & Atmospheric Administration, U. S. Department of Commerce.
Searches and data downloads are available via a JSP and an ArcIMS interface. Data selections can be downloaded in tab-delimited or shapefile form, depending on the interface used. Both WMS and WFS interfaces are also available.
The Index was created in 1977 in response to a meeting of Curators of Marine Geological Samples, sponsored by the U.S. National Science Foundation. The Curators' group continues to meet every 2–3 years.
Dataset Digital Object Identifier
DOI:10.7289/V5H41PB8
Web site
The Index to Marine and Lacustrine Geological Samples
Participating Ins
Document 4:::
Mindat.org is a non-commercial interactive online database covering minerals across the world. Originally created by Jolyon Ralph as a private project in 1993, it was launched as a community-editable website in October 2000. it is operated by the Hudson Institute of Mineralogy.
History
Mindat was started in 1993 as a personal database project by Jolyon Ralph. He then developed further versions as a Microsoft Windows application before launching a community-editable database website on 10 October 2000.
After further development taking to the Internet stage, Mindat.org became an outreach program of the Hudson Institute of Mineralogy, a 501(c)(3) not-for-profit educational foundation incorporated in the state of New York. To address the increasing open data needs from individual researchers and organizations, Mindat.org has started to build and maintain an open data API for data query and access, and the efforts have received support from the National Science Foundation.
Description
Mindat claims to be the largest mineral database and mineralogical reference website on the Internet. It is used by professional mineralogists, geologists, and amateur mineral collectors alike, and is referenced in many publications.
The database covers a variety of topics: scientific articles, field trip reports, mining history, advice for collectors, book reviews, mineral entries, localities, and photographs. Much of the information is from published literature, but registered editors may add and revise information and references. Editors are vetted for their expertise, in order to ensure accuracy. References have to be provided in the proper format, and editors own the copyright of data that they have contributed. The data is organized into mineral and locality pages, with links that allow for easy navigation among the pages.
The pages about minerals include individual minerals and rocks. Naming conventions adhere to the various standards and definitions as published by the In
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of minerals are often found where seas once covered the land?
A. crystals
B. carbonate
C. magnesium
D. sea salt
Answer:
|
|
sciq-4387
|
multiple_choice
|
The superior nasal concha and middle nasal concha are parts of which bone?
|
[
"gastrulation bone",
"nostril bone",
"ethmoid bone",
"nasal bone"
] |
C
|
Relavent Documents:
Document 0:::
The inferior nasal concha (inferior turbinated bone or inferior turbinal/turbinate) is one of the three paired nasal conchae in the nose. It extends horizontally along the lateral wall of the nasal cavity and consists of a lamina of spongy bone, curled upon itself like a scroll, (turbinate meaning inverted cone). The inferior nasal conchae are considered a pair of facial bones. As the air passes through the turbinates, the air is churned against these mucosa-lined bones in order to receive warmth, moisture and cleansing. Superior to inferior nasal concha are the middle nasal concha and superior nasal concha which both arise from the ethmoid bone, of the cranial portion of the skull. Hence, these two are considered as a part of the cranial bones.
It has two surfaces, two borders, and two extremities.
Structure
Surfaces
The medial surface is convex, perforated by numerous apertures, and traversed by longitudinal grooves for the lodgement of vessels.
The lateral surface is concave, and forms part of the inferior meatus.
Borders
Its upper border is thin, irregular, and connected to various bones along the lateral wall of the nasal cavity.
It may be divided into three portions: of these,
the anterior articulates with the conchal crest of the maxilla;
the posterior with the conchal crest of the palatine;
the middle portion presents three well-marked processes, which vary much in their size and form.
Of these, the anterior or lacrimal process is small and pointed and is situated at the junction of the anterior fourth with the posterior three-fourths of the bone: it articulates, by its apex, with the descending process of the lacrimal bone, and, by its margins, with the groove on the back of the frontal process of the maxilla, and thus assists in forming the canal for the nasolacrimal duct.
Behind this process a broad, thin plate, the ethmoidal process, ascends to join the uncinate process of the ethmoid; from its lower border a thin lamina, the maxillary proces
Document 1:::
The orbital or horizontal part of the frontal bone (pars orbitalis) consists of two thin triangular plates, the orbital plates, which form the vaults of the orbits, and are separated from one another by a median gap, the ethmoidal notch.
Surfaces
The inferior surface of each orbital plate is smooth and concave, and presents, laterally, under cover of the zygomatic process, a shallow depression, the lacrimal fossa, for the lacrimal gland; near the nasal part is a depression, the fovea trochlearis, or occasionally a small trochlear spine, for the attachment of the cartilaginous pulley of the obliquus oculi superior.
The superior surface is convex, and marked by depressions for the convolutions of the frontal lobes of the brain, and faint grooves for the meningeal branches of the ethmoidal vessels.
The ethmoidal notch separates the two orbital plates; it is quadrilateral, and filled, in the articulated skull, by the cribriform plate of the ethmoid.
The margins of the notch present several half-cells which, when united with corresponding half-cells on the upper surface of the ethmoid, complete the ethmoidal air cells.
Two grooves cross these edges transversely; they are converted into the anterior and posterior ethmoidal canals by the ethmoid, and open on the medial wall of the orbit.
The anterior canal transmits the nasociliary nerve and anterior ethmoidal vessels,
the posterior, the posterior ethmoidal nerve and vessels.
In front of the ethmoidal notch, on either side of the frontal spine, are the openings of the frontal air sinuses.
These are two irregular cavities, which extend backward, upward, and lateralward for a variable distance between the two tables of the skull; they are separated from one another by a thin bony septum, which often deviates to one or other side, with the result that the sinuses are rarely symmetrical.
Absent at birth, they are usually fairly well-developed between the seventh and eighth years, but only reach their full size afte
Document 2:::
The squamous part of temporal bone, or temporal squama, forms the front and upper part of the temporal bone, and is scale-like, thin, and translucent.
Surfaces
Its outer surface is smooth and convex; it affords attachment to the temporal muscle, and forms part of the temporal fossa; on its hinder part is a vertical groove for the middle temporal artery. A curved line, the temporal line, or supramastoid crest, runs backward and upward across its posterior part; it serves for the attachment of the temporal fascia, and limits the origin of the temporalis muscle. The boundary between the squamous part and the mastoid portion of the bone, as indicated by traces of the original suture, lies about 1 cm. below this line.
Projecting from the lower part of the squamous part is a long, arched process, the zygomatic process. This process is at first directed lateralward, its two surfaces looking upward and downward; it then appears as if twisted inward upon itself, and runs forward, its surfaces now looking medialward and lateralward. The superior border is long, thin, and sharp, and serves for the attachment of the temporal fascia; the inferior, short, thick, and arched, has attached to it some fibers of the masseter. The lateral surface is convex and subcutaneous; the medial is concave, and affords attachment to the masseter. The anterior end is deeply serrated and articulates with the zygomatic bone. The posterior end is connected to the squamous part by two roots, the anterior and posterior roots. The posterior root, a prolongation of the upper border, is strongly marked; it runs backward above the external auditory meatus, and is continuous with the temporal line. The anterior root, continuous with the lower border, is short but broad and strong; it is directed medialward and ends in a rounded eminence, the articular tubercle (eminentia articularis).
This tubercle forms the front boundary of the mandibular fossa, and in the fresh state is covered with cartilage. In fro
Document 3:::
The nasal bones are two small oblong bones, varying in size and form in different individuals; they are placed side by side at the middle and upper part of the face and by their junction, form the bridge of the upper one third of the nose.
Each has two surfaces and four borders.
Structure
The two nasal bones are joined at the midline internasal suture and make up the bridge of the nose.
Surfaces
The outer surface is concavo-convex from above downward, convex from side to side; it is covered by the procerus and nasalis muscles, and perforated about its center by a foramen, for the transmission of a small vein.
The inner surface is concave from side to side, and is traversed from above downward, by a groove for the passage of a branch of the nasociliary nerve.
Articulations
The nasal articulates with four bones: two of the cranium, the frontal and ethmoid, and two of the face, the opposite nasal and the maxilla.
Other animals
In primitive bony fish and tetrapods, the nasal bones are the most anterior of a set of four paired bones forming the roof of the skull, being followed in sequence by the frontals, the parietals, and the postparietals. Their form in living species is highly variable, depending on the shape of the head, but they generally form the roof of the snout or beak, running from the nostrils to a position short of the orbits. In most animals, they are generally therefore proportionally larger than in humans or great apes, because of the shortened faces of the latter. Turtles, unusually, lack nasal bones, with the prefrontal bones of the orbit reaching all the way to the nostrils.
Additional images
See also
Vomer
Osteology
Document 4:::
Behind the lacrimal process of the inferior nasal conchae lies a broad, thin plate, the ethmoidal process, which ascends to join the uncinate process of the ethmoid; from its lower border a thin lamina, the maxillary process, curves downward and lateralward; it articulates with the maxilla and forms a part of the medial wall of the maxillary sinus.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The superior nasal concha and middle nasal concha are parts of which bone?
A. gastrulation bone
B. nostril bone
C. ethmoid bone
D. nasal bone
Answer:
|
|
sciq-9884
|
multiple_choice
|
Why do effusive eruptions rarely kill anyone?
|
[
"They are low temperature",
"They are minor",
"They occur rarely",
"they move slowly"
] |
D
|
Relavent Documents:
Document 0:::
Volcanic lightning is an electrical discharge caused by a volcanic eruption rather than from an ordinary thunderstorm. Volcanic lightning arises from colliding, fragmenting particles of volcanic ash (and sometimes ice), which generate static electricity within the volcanic plume, leading to the name dirty thunderstorm. Moist convection and ice formation also drive the eruption plume dynamics and can trigger volcanic lightning. Unlike ordinary thunderstorms, volcanic lightning can also occur before any ice crystals have formed in the ash cloud.
The earliest recorded observations of volcanic lightning are from Pliny the Younger, describing the eruption of Mount Vesuvius in 79 AD, "There was a most intense darkness rendered more appalling by the fitful gleam of torches at intervals obscured by the transient blaze of lightning." The first studies of volcanic lightning were also conducted at Mount Vesuvius by Professor Palmieri who observed the eruptions of 1858, 1861, 1868, and 1872 from the Vesuvius Observatory. These eruptions often included lightning activity.
Instances have been reported above Alaska's Mount Augustine volcano, Iceland's Eyjafjallajökull volcano, Mount Etna in Sicily, Italy, and Taal Volcano in the Philippines.
Charging mechanisms
Ice charging
Ice charging is thought to play an important role in certain types of eruption plumes – particularly those rising above the freezing level or involving magma-water interaction. Ordinary thunderstorms produce lightning through ice charging as water clouds become electrified from colliding ice crystals and other hydrometeors. Volcanic plumes can also carry abundant water. This water is sourced from the magma, vaporized from surrounding sources such as lakes and glaciers, and entrained from ambient air as the plume rises through the atmosphere. One study suggested that the water content of volcanic plumes can be greater than that of thunderstorms. The water is initially transported as a hot vapor, which cond
Document 1:::
Martian geysers (or jets) are putative sites of small gas and dust eruptions that occur in the south polar region of Mars during the spring thaw. "Dark dune spots" and "spiders" – or araneiforms – are the two most visible types of features ascribed to these eruptions.
Martian geysers are distinct from geysers on Earth, which are typically associated with hydrothermal activity. These are unlike any terrestrial geological phenomenon. The reflectance (albedo), shapes and unusual spider appearance of these features have stimulated a variety of hypotheses about their origin, ranging from differences in frosting reflectance, to explanations involving biological processes. However, all current geophysical models assume some sort of jet or geyser-like activity on Mars. Their characteristics, and the process of their formation, are still a matter of debate.
These features are unique to the south polar region of Mars in an area informally called the 'cryptic region', at latitudes 60° to 80° south and longitudes 150°W to 310°W; this 1 meter deep carbon dioxide (CO2) ice transition area—between the scarps of the thick polar ice layer and the permafrost—is where clusters of the apparent geyser systems are located.
The seasonal frosting and defrosting of carbon dioxide ice results in the appearance of a number of features, such dark dune spots with spider-like rilles or channels below the ice, where spider-like radial channels are carved between the ground and the carbon dioxide ice, giving it an appearance of spider webs, then, pressure accumulating in their interior ejects gas and dark basaltic sand or dust, which is deposited on the ice surface and thus, forming dark dune spots. This process is rapid, observed happening in the space of a few days, weeks or months, a growth rate rather unusual in geology – especially for Mars. However, it would seem that multiple years would be required to carve the larger spider-like channels. There is no direct data on these features othe
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
A rainout is the process of precipitation causing the removal of radioactive particles from the atmosphere onto the ground, creating nuclear fallout by rain. The rainclouds of the rainout are often formed by the particles of a nuclear explosion itself and because of this, the decontamination of rainout is more difficult than a "dry" fallout.
In atmospheric science, rainout also refers to the removal of soluble species—not necessarily radioactive—from the atmosphere by precipitation.
Factors affecting rainout
A rainout could occur in the vicinity of ground zero or the contamination could be carried aloft before deposition depending on the current atmospheric conditions and how the explosion occurred. The explosion, or burst, can be air, surface, subsurface, or seawater. An air burst will produce less fallout than a comparable explosion near the ground due to less particulate being contaminated. Detonations at the surface will tend to produce more fallout material. In case of water surface bursts, the particles tend to be rather lighter and smaller, producing less local fallout but extending over a greater area. The particles contain mostly sea salts with some water; these can have a cloud seeding effect causing local rainout and areas of high local fallout. Fallout from a seawater burst is difficult to remove once it has soaked into porous surfaces because the fission products are present as metallic ions which become chemically bonded to many surfaces. For subsurface bursts, there is an additional phenomenon present called "base surge". The base surge is a cloud that rolls outward from the bottom of the subsiding column, which is caused by an excessive density of dust or water droplets in the air. This surge is made up of small solid particles, but it still behaves like a fluid. A soil earth medium favors base surge formation in an underground burst. Although the base surge typically contains only about 10% of the total bomb debris in a subsurface burst, it can cr
Document 4:::
The mid-24th century BCE climate anomaly is the period, between 2354–2345 BCE, of consistently, reduced annual temperatures that are reconstructed from consecutive abnormally narrow, Irish oak tree rings. These tree rings are indicative of a period of catastrophically reduced growth in Irish trees during that period. This range of dates also matches the transition from the Neolithic to the Bronze Age in the British Isles and a period of widespread societal collapse in the Near East. It has been proposed that this anomalous downturn in the climate might have been the result of comet debris suspended in the atmosphere.
In 1997, Marie-Agnès Courty proposed that a natural disaster involving wildfires, floods, and an air blast of over 100 megatons power occurred about 2350 BCE. This proposal is based on unusual "dust" deposits which have been reported from archaeological sites in Mesopotamia that are a few hundred kilometres from each other. In later papers, Courty subsequently revised the date of this event from 2350 BCE to 2000 BCE.
Based only upon the analysis of satellite imagery, Umm al Binni lake in southern Iraq has been suggested as a possible extraterrestrial impact crater and possible cause of this natural disaster. More recent sources have argued for a formation of the lake through the subsidence of the underlying basement fault blocks. Baillie and McAneney's 2015 discussion of this climate anomaly discusses its abnormally narrow Irish tree rings and the anomalous dust deposits of Courty. However, this paper lacks any mention of Umm al Binni lake.
See also
4.2-kiloyear event, c. 2200 BCE
Great Flood (China), c. 2300 BCE
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Why do effusive eruptions rarely kill anyone?
A. They are low temperature
B. They are minor
C. They occur rarely
D. they move slowly
Answer:
|
|
sciq-220
|
multiple_choice
|
What does the driving of turbines by the heating of water to steam accomplish?
|
[
"depletion of electricity",
"absorption of electricity",
"generation of electricity",
"diffusion of electricity"
] |
C
|
Relavent Documents:
Document 0:::
In electrical engineering, electric machine is a general term for machines using electromagnetic forces, such as electric motors, electric generators, and others. They are electromechanical energy converters: an electric motor converts electricity to mechanical power while an electric generator converts mechanical power to electricity. The moving parts in a machine can be rotating (rotating machines) or linear (linear machines). Besides motors and generators, a third category often included is transformers, which although they do not have any moving parts are also energy converters, changing the voltage level of an alternating current.
Electric machines, in the form of synchronous and induction generators, produce about 95% of all electric power on Earth (as of early 2020s), and in the form of electric motors consume approximately 60% of all electric power produced. Electric machines were developed beginning in the mid 19th century and since that time have been a ubiquitous component of the infrastructure. Developing more efficient electric machine technology is crucial to any global conservation, green energy, or alternative energy strategy.
Generator
An electric generator is a device that converts mechanical energy to electrical energy. A generator forces electrons to flow through an external electrical circuit. It is somewhat analogous to a water pump, which creates a flow of water but does not create the water inside. The source of mechanical energy, the prime mover, may be a reciprocating or turbine steam engine, water falling through a turbine or waterwheel, an internal combustion engine, a wind turbine, a hand crank, compressed air or any other source of mechanical energy.
The two main parts of an electrical machine can be described in either mechanical or electrical terms. In mechanical terms, the rotor is the rotating part, and the stator is the stationary part of an electrical machine. In electrical terms, the armature is the power-producing compo
Document 1:::
Micropower describes the use of very small electric generators and prime movers or devices to convert heat or motion to electricity, for use close to the generator. The generator is typically integrated with microelectronic devices and produces "several watts of power or less." These devices offer the promise of a power source for portable electronic devices which is lighter weight and has a longer operating time than batteries.
Microturbine technology
The components of any turbine engine — the gas compressor, the combustion chamber, and the turbine rotor — are fabricated from etched silicon, much like integrated circuits. The technology holds the promise of ten times the operating time of a battery of the same weight as the micropower unit, and similar efficiency to large utility gas turbines. Researchers at Massachusetts Institute of Technology have thus far succeeded in fabricating the parts for such a micro turbine out of six etched and stacked silicon wafers, and are working toward combining them into a functioning engine about the size of a U.S. quarter coin.
Researchers at Georgia Tech have built a micro generator 10 mm wide, which spins a magnet above an array of coils fabricated on a silicon chip. The device spins at 100,000 revolutions per minute, and produces 1.1 watts of electrical power, sufficient to operate a cell phone. Their goal is to produce 20 to 50 watts, sufficient to power a laptop computer.
Scientists at Lehigh University are developing a hydrogen generator on a silicon chip that can convert methanol, diesel, or gasoline into fuel for a microengine or a miniature fuel cell.
Professor Sanjeev Mukerjee of Northeastern University's chemistry department is developing fuel cells for the military that will burn hydrogen to power portable electronic equipment, such as night vision goggles, computers, and communication equipment. In his system, a cartridge of methanol would be used to produce hydrogen to run a small fuel cell for up to 5,000 ho
Document 2:::
Peltric set is a term referring to the combination of a Pelton wheel and an electric generator, and is a useful water-powered turbine for mountainous regions where the head available is generally high but the flow is low. This set can be economically connected in an existing break pressure tank of a drinking water supply line.
Electrical generators
Water turbines
Document 3:::
Steam is a substance containing water in the gas phase, and sometimes also an aerosol of liquid water droplets, or air. This may occur due to evaporation or due to boiling, where heat is applied until water reaches the enthalpy of vaporization. Steam that is saturated or superheated (water vapor) is invisible; however, wet steam, a visible mist or aerosol of water droplets, is often referred to as "steam".
Water increases in volume by 1,700 times at standard temperature and pressure; this change in volume can be converted into mechanical work by steam engines such as reciprocating piston type engines and steam turbines, which are a sub-group of steam engines. Piston type steam engines played a central role in the Industrial Revolution and modern steam turbines are used to generate more than 80% of the world's electricity. If liquid water comes in contact with a very hot surface or depressurizes quickly below its vapor pressure, it can create a steam explosion.
Types of steam and conversions
Steam is traditionally created by heating a boiler via burning coal and other fuels, but it is also possible to create steam with solar energy. Water vapor that includes water droplets is described as wet steam. As wet steam is heated further, the droplets evaporate, and at a high enough temperature (which depends on the pressure) all of the water evaporates and the system is in vapor–liquid equilibrium. When steam has reached this equilibrium point, it is referred to as saturated steam.
Superheated steam or live steam is steam at a temperature higher than its boiling point for the pressure, which only occurs when all liquid water has evaporated or has been removed from the system.
Steam tables contain thermodynamic data for water/saturated steam and are often used by engineers and scientists in design and operation of equipment where thermodynamic cycles involving steam are used. Additionally, thermodynamic phase diagrams for water/steam, such as a temperature-entropy dia
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does the driving of turbines by the heating of water to steam accomplish?
A. depletion of electricity
B. absorption of electricity
C. generation of electricity
D. diffusion of electricity
Answer:
|
|
sciq-9508
|
multiple_choice
|
Researchers have long based their hypotheses about animal phylogeny on what?
|
[
"longitudinal data",
"manipulative data",
"morphological data",
"distinctive data"
] |
C
|
Relavent Documents:
Document 0:::
Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology.
Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago.
Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad
Document 1:::
History of Animals (, Ton peri ta zoia historion, "Inquiries on Animals"; , "History of Animals") is one of the major texts on biology by the ancient Greek philosopher Aristotle, who had studied at Plato's Academy in Athens. It was written in the fourth century BC; Aristotle died in 322 BC.
Generally seen as a pioneering work of zoology, Aristotle frames his text by explaining that he is investigating the what (the existing facts about animals) prior to establishing the why (the causes of these characteristics). The book is thus an attempt to apply philosophy to part of the natural world. Throughout the work, Aristotle seeks to identify differences, both between individuals and between groups. A group is established when it is seen that all members have the same set of distinguishing features; for example, that all birds have feathers, wings, and beaks. This relationship between the birds and their features is recognized as a universal.
The History of Animals contains many accurate eye-witness observations, in particular of the marine biology around the island of Lesbos, such as that the octopus had colour-changing abilities and a sperm-transferring tentacle, that the young of a dogfish grow inside their mother's body, or that the male of a river catfish guards the eggs after the female has left. Some of these were long considered fanciful before being rediscovered in the nineteenth century. Aristotle has been accused of making errors, but some are due to misinterpretation of his text, and others may have been based on genuine observation. He did however make somewhat uncritical use of evidence from other people, such as travellers and beekeepers.
The History of Animals had a powerful influence on zoology for some two thousand years. It continued to be a primary source of knowledge until zoologists in the sixteenth century, such as Conrad Gessner, all influenced by Aristotle, wrote their own studies of the subject.
Context
Aristotle (384–322 BC) studied at Plat
Document 2:::
Roshd Biological Education is a quarterly science educational magazine covering recent developments in biology and biology education for a biology teacher Persian -speaking audience. Founded in 1985, it is published by The Teaching Aids Publication Bureau, Organization for Educational Planning and Research, Ministry of Education, Iran. Roshd Biological Education has an editorial board composed of Iranian biologists, experts in biology education, science journalists and biology teachers.
It is read by both biology teachers and students, as a way of launching innovations and new trends in biology education, and helping biology teachers to teach biology in better and more effective ways.
Magazine layout
As of Autumn 2012, the magazine is laid out as follows:
Editorial—often offering a view of point from editor in chief on an educational and/or biological topics.
Explore— New research methods and results on biology and/or education.
World— Reports and explores on biological education worldwide.
In Brief—Summaries of research news and discoveries.
Trends—showing how new technology is altering the way we live our lives.
Point of View—Offering personal commentaries on contemporary topics.
Essay or Interview—often with a pioneer of a biological and/or educational researcher or an influential scientific educational leader.
Muslim Biologists—Short histories of Muslim Biologists.
Environment—An article on Iranian environment and its problems.
News and Reports—Offering short news and reports events on biology education.
In Brief—Short articles explaining interesting facts.
Questions and Answers—Questions about biology concepts and their answers.
Book and periodical Reviews—About new publication on biology and/or education.
Reactions—Letter to the editors.
Editorial staff
Mohammad Karamudini, editor in chief
History
Roshd Biological Education started in 1985 together with many other magazines in other science and art. The first editor was Dr. Nouri-Dalooi, th
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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.
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Researchers have long based their hypotheses about animal phylogeny on what?
A. longitudinal data
B. manipulative data
C. morphological data
D. distinctive data
Answer:
|
|
sciq-8488
|
multiple_choice
|
Proteins are one of four classes of what type of compounds?
|
[
"biochemical",
"synthesized",
"hormonal",
"genetic"
] |
A
|
Relavent Documents:
Document 0:::
Bioorganic chemistry is a scientific discipline that combines organic chemistry and biochemistry. It is that branch of life science that deals with the study of biological processes using chemical methods. Protein and enzyme function are examples of these processes.
Sometimes biochemistry is used interchangeably for bioorganic chemistry; the distinction being that bioorganic chemistry is organic chemistry that is focused on the biological aspects. While biochemistry aims at understanding biological processes using chemistry, bioorganic chemistry attempts to expand organic-chemical researches (that is, structures, synthesis, and kinetics) toward biology. When investigating metalloenzymes and cofactors, bioorganic chemistry overlaps bioinorganic chemistry.
Sub disciplines
Biophysical organic chemistry is a term used when attempting to describe intimate details of molecular recognition by bioorganic chemistry.
Natural product chemistry is the process of Identifying compounds found in nature to determine their properties. Compound discoveries have and often lead to medicinal uses, development of herbicides and insecticides.
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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 2:::
A biomolecule or biological molecule is a loosely used term for molecules present in organisms that are essential to one or more typically biological processes, such as cell division, morphogenesis, or development. Biomolecules include the primary metabolites which are large macromolecules (or polyelectrolytes) such as proteins, carbohydrates, lipids, and nucleic acids, as well as small molecules such as vitamins and hormones. A more general name for this class of material is biological materials. Biomolecules are an important element of living organisms, those biomolecules are often endogenous, produced within the organism but organisms usually need exogenous biomolecules, for example certain nutrients, to survive.
Biology and its subfields of biochemistry and molecular biology study biomolecules and their reactions. Most biomolecules are organic compounds, and just four elements—oxygen, carbon, hydrogen, and nitrogen—make up 96% of the human body's mass. But many other elements, such as the various biometals, are also present in small amounts.
The uniformity of both specific types of molecules (the biomolecules) and of certain metabolic pathways are invariant features among the wide diversity of life forms; thus these biomolecules and metabolic pathways are referred to as "biochemical universals" or "theory of material unity of the living beings", a unifying concept in biology, along with cell theory and evolution theory.
Types of biomolecules
A diverse range of biomolecules exist, including:
Small molecules:
Lipids, fatty acids, glycolipids, sterols, monosaccharides
Vitamins
Hormones, neurotransmitters
Metabolites
Monomers, oligomers and polymers:
Nucleosides and nucleotides
Nucleosides are molecules formed by attaching a nucleobase to a ribose or deoxyribose ring. Examples of these include cytidine (C), uridine (U), adenosine (A), guanosine (G), and thymidine (T).
Nucleosides can be phosphorylated by specific kinases in the cell, producing nucl
Document 3:::
Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules.
Articles related to biochemistry include:
0–9
2-amino-5-phosphonovalerate - 3' end - 5' end
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This is a list of topics in molecular biology. See also index of biochemistry articles.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Proteins are one of four classes of what type of compounds?
A. biochemical
B. synthesized
C. hormonal
D. genetic
Answer:
|
|
sciq-9727
|
multiple_choice
|
Animals produce most of what chemicals, which are needed to synthesize the fatty acids they need?
|
[
"enzymes",
"carbohydrates",
"solvents",
"hormones"
] |
A
|
Relavent Documents:
Document 0:::
Fatty acid metabolism consists of various metabolic processes involving or closely related to fatty acids, a family of molecules classified within the lipid macronutrient category. These processes can mainly be divided into (1) catabolic processes that generate energy and (2) anabolic processes where they serve as building blocks for other compounds.
In catabolism, fatty acids are metabolized to produce energy, mainly in the form of adenosine triphosphate (ATP). When compared to other macronutrient classes (carbohydrates and protein), fatty acids yield the most ATP on an energy per gram basis, when they are completely oxidized to CO2 and water by beta oxidation and the citric acid cycle. Fatty acids (mainly in the form of triglycerides) are therefore the foremost storage form of fuel in most animals, and to a lesser extent in plants.
In anabolism, intact fatty acids are important precursors to triglycerides, phospholipids, second messengers, hormones and ketone bodies. For example, phospholipids form the phospholipid bilayers out of which all the membranes of the cell are constructed from fatty acids. Phospholipids comprise the plasma membrane and other membranes that enclose all the organelles within the cells, such as the nucleus, the mitochondria, endoplasmic reticulum, and the Golgi apparatus. In another type of anabolism, fatty acids are modified to form other compounds such as second messengers and local hormones. The prostaglandins made from arachidonic acid stored in the cell membrane are probably the best-known of these local hormones.
Fatty acid catabolism
Fatty acids are stored as triglycerides in the fat depots of adipose tissue. Between meals they are released as follows:
Lipolysis, the removal of the fatty acid chains from the glycerol to which they are bound in their storage form as triglycerides (or fats), is carried out by lipases. These lipases are activated by high epinephrine and glucagon levels in the blood (or norepinephrine secreted by s
Document 1:::
In biochemistry, fatty acid synthesis is the creation of fatty acids from acetyl-CoA and NADPH through the action of enzymes called fatty acid synthases. This process takes place in the cytoplasm of the cell. Most of the acetyl-CoA which is converted into fatty acids is derived from carbohydrates via the glycolytic pathway. The glycolytic pathway also provides the glycerol with which three fatty acids can combine (by means of ester bonds) to form triglycerides (also known as "triacylglycerols" – to distinguish them from fatty "acids" – or simply as "fat"), the final product of the lipogenic process. When only two fatty acids combine with glycerol and the third alcohol group is phosphorylated with a group such as phosphatidylcholine, a phospholipid is formed. Phospholipids form the bulk of the lipid bilayers that make up cell membranes and surrounds the organelles within the cells (such as the cell nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, etc.). In addition to cytosolic fatty acid synthesis, there is also mitochondrial fatty acid synthesis (mtFASII), in which malonyl-CoA is formed from malonic acid with the help of malonyl-CoA synthetase (ACSF3), which then becomes the final product octanoyl-ACP (C8) via further intermediate steps.
Straight-chain fatty acids
Straight-chain fatty acids occur in two types: saturated and unsaturated.
Saturated straight-chain fatty acids
Much like β-oxidation, straight-chain fatty acid synthesis occurs via the six recurring reactions shown below, until the 16-carbon palmitic acid is produced.
The diagrams presented show how fatty acids are synthesized in microorganisms and list the enzymes found in Escherichia coli. These reactions are performed by fatty acid synthase II (FASII), which in general contain multiple enzymes that act as one complex. FASII is present in prokaryotes, plants, fungi, and parasites, as well as in mitochondria.
In animals, as well as some fungi such as yeast, these same reactions occur
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The metabolome refers to the complete set of small-molecule chemicals found within a biological sample. The biological sample can be a cell, a cellular organelle, an organ, a tissue, a tissue extract, a biofluid or an entire organism. The small molecule chemicals found in a given metabolome may include both endogenous metabolites that are naturally produced by an organism (such as amino acids, organic acids, nucleic acids, fatty acids, amines, sugars, vitamins, co-factors, pigments, antibiotics, etc.) as well as exogenous chemicals (such as drugs, environmental contaminants, food additives, toxins and other xenobiotics) that are not naturally produced by an organism.
In other words, there is both an endogenous metabolome and an exogenous metabolome. The endogenous metabolome can be further subdivided to include a "primary" and a "secondary" metabolome (particularly when referring to plant or microbial metabolomes). A primary metabolite is directly involved in the normal growth, development, and reproduction. A secondary metabolite is not directly involved in those processes, but usually has important ecological function. Secondary metabolites may include pigments, antibiotics or waste products derived from partially metabolized xenobiotics. The study of the metabolome is called metabolomics.
Origins
The word metabolome appears to be a blending of the words "metabolite" and "chromosome". It was constructed to imply that metabolites are indirectly encoded by genes or act on genes and gene products. The term "metabolome" was first used in 1998 and was likely coined to match with existing biological terms referring to the complete set of genes (the genome), the complete set of proteins (the proteome) and the complete set of transcripts (the transcriptome). The first book on metabolomics was published in 2003. The first journal dedicated to metabolomics (titled simply "Metabolomics") was launched in 2005 and is currently edited by Prof. Roy Goodacre. Some of the m
Document 3:::
Production
Cellular cytochrome P450 epoxygenases metabolize various polyunsaturated fatty acids to epoxide-containing products. They metabolize the omega-6 fatty acids arachidonic acid, which possess four double bonds, to 8 different epoxide isomers which are termed epoxyeicosatrieno
Document 4:::
An unsaturated fat is a fat or fatty acid in which there is at least one double bond within the fatty acid chain. A fatty acid chain is monounsaturated if it contains one double bond, and polyunsaturated if it contains more than one double bond.
A saturated fat has no carbon to carbon double bonds, so the maximum possible number of hydrogens bonded to the carbons, and is "saturated" with hydrogen atoms. To form carbon to carbon double bonds, hydrogen atoms are removed from the carbon chain. In cellular metabolism, unsaturated fat molecules contain less energy (i.e., fewer calories) than an equivalent amount of saturated fat. The greater the degree of unsaturation in a fatty acid (i.e., the more double bonds in the fatty acid) the more vulnerable it is to lipid peroxidation (rancidity). Antioxidants can protect unsaturated fat from lipid peroxidation.
Composition of common fats
In chemical analysis, fats are broken down to their constituent fatty acids, which can be analyzed in various ways. In one approach, fats undergo transesterification to give fatty acid methyl esters (FAMEs), which are amenable to separation and quantitation using by gas chromatography. Classically, unsaturated isomers were separated and identified by argentation thin-layer chromatography.
The saturated fatty acid components are almost exclusively stearic (C18) and palmitic acids (C16). Monounsaturated fats are almost exclusively oleic acid. Linolenic acid comprises most of the triunsaturated fatty acid component.
Chemistry and nutrition
Although polyunsaturated fats are protective against cardiac arrhythmias, a study of post-menopausal women with a relatively low fat intake showed that polyunsaturated fat is positively associated with progression of coronary atherosclerosis, whereas monounsaturated fat is not. This probably is an indication of the greater vulnerability of polyunsaturated fats to lipid peroxidation, against which vitamin E has been shown to be protective.
Examples
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Animals produce most of what chemicals, which are needed to synthesize the fatty acids they need?
A. enzymes
B. carbohydrates
C. solvents
D. hormones
Answer:
|
|
sciq-7737
|
multiple_choice
|
What are the earliest and simplest vertebrates?
|
[
"whales",
"bears",
"birds",
"fish"
] |
D
|
Relavent Documents:
Document 0:::
Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology.
Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago.
Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad
Document 1:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 2:::
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:::
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:::
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 are the earliest and simplest vertebrates?
A. whales
B. bears
C. birds
D. fish
Answer:
|
|
sciq-5635
|
multiple_choice
|
What part of a bird is adapted for the food it eats?
|
[
"beak",
"head",
"teeth",
"eye"
] |
A
|
Relavent Documents:
Document 0:::
The following is a glossary of common English language terms used in the description of birds—warm-blooded vertebrates of the class Aves and the only living dinosaurs, characterized by , the ability to in all but the approximately 60 extant species of flightless birds, toothless, , the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart and a strong yet lightweight skeleton.
Among other details such as size, proportions and shape, terms defining bird features developed and are used to describe features unique to the class—especially evolutionary adaptations that developed to aid flight. There are, for example, numerous terms describing the complex structural makeup of feathers (e.g., , and ); types of feathers (e.g., , and feathers); and their growth and loss (e.g., , and ).
There are thousands of terms that are unique to the study of birds. This glossary makes no attempt to cover them all, concentrating on terms that might be found across descriptions of multiple bird species by bird enthusiasts and ornithologists. Though words that are not unique to birds are also covered, such as or , they are defined in relation to other unique features of external bird anatomy, sometimes called . As a rule, this glossary does not contain individual entries on any of the approximately 9,700 recognized living individual bird species of the world.
A
B
C
D
{| border="1"
|-
|carnivores (sometimes called faunivores): birds that predominantly forage for the meat of vertebrates—generally hunters as in certain birds of prey—including eagles, owls and shrikes, though piscivores, insectivores and crustacivores may be called specialized types of carnivores.
|-
|crustacivores: birds that forage for and eat crustaceans, such as crab-plovers and some rails.
|-
|detritivores: birds that forage for and eat decomposing material, such as vultures. It is usually used as a more general term than "saprovore" (defined below), which often connotes the eating of de
Document 1:::
Significant work has gone into analyzing the effects of climate change on birds. Like other animal groups, birds are affected by anthropogenic (human-caused) climate change. The research includes tracking the changes in species' life cycles over decades in response to the changing world, evaluating the role of differing evolutionary pressures and even comparing museum specimens with modern birds to track changes in appearance and body structure. Predictions of range shifts caused by the direct and indirect impacts of climate change on bird species are amongst the most important, as they are crucial for informing animal conservation work, required to minimize extinction risk from climate change.
Climate change mitigation options can also have varying impacts on birds. However, even the environmental impact of wind power is estimated to be much less threatening to birds than the continuing effects of climate change.
Causes
Climate change has raised the temperature of the Earth by about since the Industrial Revolution. As the extent of future greenhouse gas emissions and mitigation actions determines the climate change scenario taken, warming may increase from present levels by less than with rapid and comprehensive mitigation (the Paris Agreement goal) to around ( from the preindustrial) by the end of the century with very high and continually increasing greenhouse gas emissions.
Effects
Physical changes
Birds are a group of warm-blooded vertebrates constituting the class Aves, characterized by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a strong yet lightweight skeleton.
Climate change has already altered the appearance of some birds by facilitating changes to their feathers. A comparison of museum specimens of juvenile passerines from 1800s with juveniles of the same species today had shown that these birds now complete the switch from their nesting feathers to adult feathers ea
Document 2:::
The difficulty of defining or measuring intelligence in non-human animals makes the subject difficult to study scientifically in birds. In general, birds have relatively large brains compared to their head size. The visual and auditory senses are well developed in most species, though the tactile and olfactory senses are well realized only in a few groups. Birds communicate using visual signals as well as through the use of calls and song. The testing of intelligence in birds is therefore usually based on studying responses to sensory stimuli.
The corvids (ravens, crows, jays, magpies, etc.) and psittacines (parrots, macaws, and cockatoos) are often considered the most intelligent birds, and are among the most intelligent animals in general. Pigeons, finches, domestic fowl, and birds of prey have also been common subjects of intelligence studies.
Studies
Bird intelligence has been studied through several attributes and abilities. Many of these studies have been on birds such as quail, domestic fowl, and pigeons kept under captive conditions. It has, however, been noted that field studies have been limited, unlike those of the apes. Birds in the crow family (corvids) as well as parrots (psittacines) have been shown to live socially, have long developmental periods, and possess large forebrains, all of which have been hypothesized to allow for greater cognitive abilities.
Counting has traditionally been considered an ability that shows intelligence. Anecdotal evidence from the 1960s has suggested that crows can count up to 3. Researchers need to be cautious, however, and ensure that birds are not merely demonstrating the ability to subitize, or count a small number of items quickly. Some studies have suggested that crows may indeed have a true numerical ability. It has been shown that parrots can count up to 6.
Cormorants used by Chinese fishermen were given every eighth fish as a reward, and found to be able to keep count up to 7. E.H. Hoh wrote in Natural Histo
Document 3:::
Around 350 BCE, Aristotle and other philosophers of the time attempted to explain the aerodynamics of avian flight. Even after the discovery of the ancestral bird Archaeopteryx which lived over 150 million years ago, debates still persist regarding the evolution of flight. There are three leading hypotheses pertaining to avian flight: Pouncing Proavis model, Cursorial model, and Arboreal model.
In March 2018, scientists reported that Archaeopteryx was likely capable of flight, but in a manner substantially different from that of modern birds.
Flight characteristics
For flight to occur, four physical forces (thrust and drag, lift and weight) must be favorably combined. In order for birds to balance these forces, certain physical characteristics are required. Asymmetrical wing feathers, found on all flying birds with the exception of hummingbirds, help in the production of thrust and lift. Anything that moves through the air produces drag due to friction. The aerodynamic body of a bird can reduce drag, but when stopping or slowing down a bird will use its tail and feet to increase drag. Weight is the largest obstacle birds must overcome in order to fly. An animal can more easily attain flight by reducing its absolute weight. Birds evolved from other theropod dinosaurs that had already gone through a phase of size reduction during the Middle Jurassic, combined with rapid evolutionary changes. Flying birds during their evolution further reduced relative weight through several characteristics such as the loss of teeth, shrinkage of the gonads out of mating season, and fusion of bones. Teeth were replaced by a lightweight bill made of keratin, the food being processed by the bird's gizzard. Other advanced physical characteristics evolved for flight are a keel for the attachment of flight muscles and an enlarged cerebellum for fine motor coordination. These were gradual changes, though, and not strict conditions for flight: the first birds had teeth, at best a small keel
Document 4:::
Bird flight is the primary mode of locomotion used by most bird species in which birds take off and fly. Flight assists birds with feeding, breeding, avoiding predators, and migrating.
Bird flight is one of the most complex forms of locomotion in the animal kingdom. Each facet of this type of motion, including hovering, taking off, and landing, involves many complex movements. As different bird species adapted over millions of years through evolution for specific environments, prey, predators, and other needs, they developed specializations in their wings, and acquired different forms of flight.
Various theories exist about how bird flight evolved, including flight from falling or gliding (the trees down hypothesis), from running or leaping (the ground up hypothesis), from wing-assisted incline running or from proavis (pouncing) behavior.
Basic mechanics of bird flight
Lift, drag and thrust
The fundamentals of bird flight are similar to those of aircraft, in which the aerodynamic forces sustaining flight are lift, drag, and thrust. Lift force is produced by the action of air flow on the wing, which is an airfoil. The airfoil is shaped such that the air provides a net upward force on the wing, while the movement of air is directed downward. Additional net lift may come from airflow around the bird's body in some species, especially during intermittent flight while the wings are folded or semi-folded (cf. lifting body).
Aerodynamic drag is the force opposite to the direction of motion, and hence the source of energy loss in flight. The drag force can be separated into two portions, lift-induced drag, which is the inherent cost of the wing producing lift (this energy ends up primarily in the wingtip vortices), and parasitic drag, including skin friction drag from the friction of air and body surfaces and form drag from the bird's frontal area. The streamlining of bird's body and wings reduces these forces. Unlike aircraft, which have engines to produce thrust, bi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What part of a bird is adapted for the food it eats?
A. beak
B. head
C. teeth
D. eye
Answer:
|
|
ai2_arc-22
|
multiple_choice
|
The composition of soil influences the soil's ability to retain and transmit water and air. What soil type would be best for planting a productive garden?
|
[
"Sandy soils because they provide high silica content.",
"Loamy soils because they contain sand and clay.",
"Slightly rocky soils because they provide needed minerals.",
"Clay soils because they are heavy soils and retain water."
] |
B
|
Relavent Documents:
Document 0:::
Soil fertility refers to the ability of soil to sustain agricultural plant growth, i.e. to provide plant habitat and result in sustained and consistent yields of high quality. It also refers to the soil's ability to supply plant/crop nutrients in the right quantities and qualities over a sustained period of time. A fertile soil has the following properties:
The ability to supply essential plant nutrients and water in adequate amounts and proportions for plant growth and reproduction; and
The absence of toxic substances which may inhibit plant growth e.g Fe2+ which leads to nutrient toxicity.
The following properties contribute to soil fertility in most situations:
Sufficient soil depth for adequate root growth and water retention;
Good internal drainage, allowing sufficient aeration for optimal root growth (although some plants, such as rice, tolerate waterlogging);
Topsoil or horizon O is with sufficient soil organic matter for healthy soil structure and soil moisture retention;
Soil pH in the range 5.5 to 7.0 (suitable for most plants but some prefer or tolerate more acid or alkaline conditions);
Adequate concentrations of essential plant nutrients in plant-available forms;
Presence of a range of microorganisms that support plant growth.
In lands used for agriculture and other human activities, maintenance of soil fertility typically requires the use of soil conservation practices. This is because soil erosion and other forms of soil degradation generally result in a decline in quality with respect to one or more of the aspects indicated above.
Soil fertilization
Bioavailable phosphorus (available to soil life) is the element in soil that is most often lacking. Nitrogen and potassium are also needed in substantial amounts. For this reason these three elements are always identified on a commercial fertilizer analysis. For example, a 10-10-15 fertilizer has 10 percent nitrogen, 10 percent available phosphorus (P2O5) and 15 percent water-soluble potassiu
Document 1:::
USDA soil taxonomy (ST) developed by the United States Department of Agriculture and the National Cooperative Soil Survey provides an elaborate classification of soil types according to several parameters (most commonly their properties) and in several levels: Order, Suborder, Great Group, Subgroup, Family, and Series. The classification was originally developed by Guy Donald Smith, former director of the U.S. Department of Agriculture's soil survey investigations.
Discussion
A taxonomy is an arrangement in a systematic manner; the USDA soil taxonomy has six levels of classification. They are, from most general to specific: order, suborder, great group, subgroup, family and series. Soil properties that can be measured quantitatively are used in this classification system – they include: depth, moisture, temperature, texture, structure, cation exchange capacity, base saturation, clay mineralogy, organic matter content and salt content. There are 12 soil orders (the top hierarchical level) in soil taxonomy. The names of the orders end with the suffix -sol. The criteria for the different soil orders include properties that reflect major differences in the genesis of soils. The orders are:
Alfisol – soils with aluminium and iron. They have horizons of clay accumulation, and form where there is enough moisture and warmth for at least three months of plant growth. They constitute 10% of soils worldwide.
Andisol – volcanic ash soils. They are young soils. They cover 1% of the world's ice-free surface.
Aridisol – dry soils forming under desert conditions which have fewer than 90 consecutive days of moisture during the growing season and are nonleached. They include nearly 12% of soils on Earth. Soil formation is slow, and accumulated organic matter is scarce. They may have subsurface zones of caliche or duripan. Many aridisols have well-developed Bt horizons showing clay movement from past periods of greater moisture.
Entisol – recently formed soils that lack well-d
Document 2:::
Soil pH is a measure of the acidity or basicity (alkalinity) of a soil. Soil pH is a key characteristic that can be used to make informative analysis both qualitative and quantitatively regarding soil characteristics. pH is defined as the negative logarithm (base 10) of the activity of hydronium ions ( or, more precisely, ) in a solution. In soils, it is measured in a slurry of soil mixed with water (or a salt solution, such as ), and normally falls between 3 and 10, with 7 being neutral. Acid soils have a pH below 7 and alkaline soils have a pH above 7. Ultra-acidic soils (pH < 3.5) and very strongly alkaline soils (pH > 9) are rare.
Soil pH is considered a master variable in soils as it affects many chemical processes. It specifically affects plant nutrient availability by controlling the chemical forms of the different nutrients and influencing the chemical reactions they undergo. The optimum pH range for most plants is between 5.5 and 7.5; however, many plants have adapted to thrive at pH values outside this range.
Classification of soil pH ranges
The United States Department of Agriculture Natural Resources Conservation Service classifies soil pH ranges as follows:
0 to 6=acidic,7=neutral and 8 and above alkalinity
Determining pH
Methods of determining pH include:
Observation of soil profile: certain profile characteristics can be indicators of either acid, saline, or sodic conditions. Examples are:
Poor incorporation of the organic surface layer with the underlying mineral layer – this can indicate strongly acidic soils;
The classic podzol horizon sequence, since podzols are strongly acidic: in these soils, a pale eluvial (E) horizon lies under the organic surface layer and overlies a dark B horizon;
Presence of a caliche layer indicates the presence of calcium carbonates, which are present in alkaline conditions;
Columnar structure can be an indicator of sodic condition.
Observation of predominant flora. Calcifuge plants (those that prefer an acidic s
Document 3:::
Soil classification deals with the systematic categorization of soils based on distinguishing characteristics as well as criteria that dictate choices in use.
Overview
Soil classification is a dynamic subject, from the structure of the system, to the definitions of classes, to the application in the field. Soil classification can be approached from the perspective of soil as a material and soil as a resource.
Inscriptions at the temple of Horus at Edfu outline a soil classification used by Tanen to determine what kind of temple to build at which site. Ancient Greek scholars produced a number of classification based on several different qualities of the soil.
Engineering
Geotechnical engineers classify soils according to their engineering properties as they relate to use for foundation support or building material. Modern engineering classification systems are designed to allow an easy transition from field observations to basic predictions of soil engineering properties and behaviors.
The most common engineering classification system for soils in North America is the Unified Soil Classification System (USCS). The USCS has three major classification groups: (1) coarse-grained soils (e.g. sands and gravels); (2) fine-grained soils (e.g. silts and clays); and (3) highly organic soils (referred to as "peat"). The USCS further subdivides the three major soil classes for clarification. It distinguishes sands from gravels by grain size, classifying some as "well-graded" and the rest as "poorly-graded". Silts and clays are distinguished by the soils' Atterberg limits, and thus the soils are separated into "high-plasticity" and "low-plasticity" soils. Moderately organic soils are considered subdivisions of silts and clays and are distinguished from inorganic soils by changes in their plasticity properties (and Atterberg limits) on drying. The European soil classification system (ISO 14688) is very similar, differing primarily in coding and in adding an "intermediate-p
Document 4:::
Bulk soil is soil outside the rhizosphere that is not penetrated by plant roots. The bulk soil is like an ecosystem, it is made up of many things such as: nutrients, ions, soil particles, and root exudates. There are many different interactions that occur between all the members of the bulk soil. Natural organic compounds are much lower in bulk soil than in the rhizosphere. Furthermore, bulk soil inhabitants are generally smaller than identical species in the rhizosphere. The main two aspects of bulk soil are its chemistry and microbial community composition.
Chemistry of bulk soil
Soil is made up of layers called soil horizons, these make up a vertical soil profile. There are five master horizons O, A, E, B, and C. The O horizon contains organic matter, A is considered the topsoil, E is present or absent depending on the type of soil and conditions, B is the subsoil, and C is unconsolidated rock. There are many chemical interactions and properties that are in all the soil. Chemical properties of the bulk soil are organic matter, carbon, nutrient content, cation-exchange capacity (CEC), free ions (cations or anions), pH, and base saturation and organisms. These can impact many chemical processes such as nutrient cycling, soil formation, biological activity, and erosion.
Microbial communities
Soil is composed of a diverse community of microbes such as: fungi, bacteria, archaea, viruses and microfauna. There are microbes in the bulk soil and the rhizosphere, the variation of microbes increases in the bulk soil and the abundance of microbes increases in the rhizosphere. Some microbes can form symbioses with plants that are beneficial or pathogenic. All these microbes have a special role in many soil processes such as soil formation, organic matter decomposition, nutrient cycling. For example, there are microbes in the rhizosphere (on the plant) that can break down nitrogen, and microbes out in the bulk can break down nitrogen as well. Both have different factors
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The composition of soil influences the soil's ability to retain and transmit water and air. What soil type would be best for planting a productive garden?
A. Sandy soils because they provide high silica content.
B. Loamy soils because they contain sand and clay.
C. Slightly rocky soils because they provide needed minerals.
D. Clay soils because they are heavy soils and retain water.
Answer:
|
|
sciq-8389
|
multiple_choice
|
In naming ternary compounds, which type of particle is stated first?
|
[
"cation",
"molecule",
"anion",
"subatomic"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In 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:::
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:::
This is an index of lists of molecules (i.e. by year, number of atoms, etc.). Millions of molecules have existed in the universe since before the formation of Earth. Three of them, carbon dioxide, water and oxygen were necessary for the growth of life. Although humanity had always been surrounded by these substances, it has not always known what they were composed of.
By century
The following is an index of list of molecules organized by time of discovery of their molecular formula or their specific molecule in case of isomers:
List of compounds
By number of carbon atoms in the molecule
List of compounds with carbon number 1
List of compounds with carbon number 2
List of compounds with carbon number 3
List of compounds with carbon number 4
List of compounds with carbon number 5
List of compounds with carbon number 6
List of compounds with carbon number 7
List of compounds with carbon number 8
List of compounds with carbon number 9
List of compounds with carbon number 10
List of compounds with carbon number 11
List of compounds with carbon number 12
List of compounds with carbon number 13
List of compounds with carbon number 14
List of compounds with carbon number 15
List of compounds with carbon number 16
List of compounds with carbon number 17
List of compounds with carbon number 18
List of compounds with carbon number 19
List of compounds with carbon number 20
List of compounds with carbon number 21
List of compounds with carbon number 22
List of compounds with carbon number 23
List of compounds with carbon number 24
List of compounds with carbon numbers 25-29
List of compounds with carbon numbers 30-39
List of compounds with carbon numbers 40-49
List of compounds with carbon numbers 50+
Other lists
List of interstellar and circumstellar molecules
List of gases
List of molecules with unusual names
See also
Molecule
Empirical formula
Chemical formula
Chemical structure
Chemical compound
Chemical bond
Coordination complex
L
Document 4:::
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.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In naming ternary compounds, which type of particle is stated first?
A. cation
B. molecule
C. anion
D. subatomic
Answer:
|
|
sciq-44
|
multiple_choice
|
Gases are most ideal at high temperature and what pressure?
|
[
"high",
"absolute",
"low",
"stable"
] |
C
|
Relavent Documents:
Document 0:::
This is a list of gases at standard conditions, which means substances that boil or sublime at or below and 1 atm pressure and are reasonably stable.
List
This list is sorted by boiling point of gases in ascending order, but can be sorted on different values. "sub" and "triple" refer to the sublimation point and the triple point, which are given in the case of a substance that sublimes at 1 atm; "dec" refers to decomposition. "~" means approximately.
Known as gas
The following list has substances known to be gases, but with an unknown boiling point.
Fluoroamine
Trifluoromethyl trifluoroethyl trioxide CF3OOOCF2CF3 boils between 10 and 20°
Bis-trifluoromethyl carbonate boils between −10 and +10° possibly +12, freezing −60°
Difluorodioxirane boils between −80 and −90°.
Difluoroaminosulfinyl fluoride F2NS(O)F is a gas but decomposes over several hours
Trifluoromethylsulfinyl chloride CF3S(O)Cl
Nitrosyl cyanide ?−20° blue-green gas 4343-68-4
Thiazyl chloride NSCl greenish yellow gas; trimerises.
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 chemistry, the standard state of a material (pure substance, mixture or solution) is a reference point used to calculate its properties under different conditions. A superscript circle ° (degree symbol) or a Plimsoll (⦵) character is used to designate a thermodynamic quantity in the standard state, such as change in enthalpy (ΔH°), change in entropy (ΔS°), or change in Gibbs free energy (ΔG°). The degree symbol has become widespread, although the Plimsoll is recommended in standards, see discussion about typesetting below.
In principle, the choice of standard state is arbitrary, although the International Union of Pure and Applied Chemistry (IUPAC) recommends a conventional set of standard states for general use. The standard state should not be confused with standard temperature and pressure (STP) for gases, nor with the standard solutions used in analytical chemistry. STP is commonly used for calculations involving gases that approximate an ideal gas, whereas standard state conditions are used for thermodynamic calculations.
For a given material or substance, the standard state is the reference state for the material's thermodynamic state properties such as enthalpy, entropy, Gibbs free energy, and for many other material standards. The standard enthalpy change of formation for an element in its standard state is zero, and this convention allows a wide range of other thermodynamic quantities to be calculated and tabulated. The standard state of a substance does not have to exist in nature: for example, it is possible to calculate values for steam at 298.15 K and , although steam does not exist (as a gas) under these conditions. The advantage of this practice is that tables of thermodynamic properties prepared in this way are self-consistent.
Conventional standard states
Many standard states are non-physical states, often referred to as "hypothetical states". Nevertheless, their thermodynamic properties are well-defined, usually by an extrapolation from some
Document 3:::
The ideal gas law, also called the general gas equation, is the equation of state of a hypothetical ideal gas. It is a good approximation of the behavior of many gases under many conditions, although it has several limitations. It was first stated by Benoît Paul Émile Clapeyron in 1834 as a combination of the empirical Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. The ideal gas law is often written in an empirical form:
where , and are the pressure, volume and temperature respectively; is the amount of substance; and is the ideal gas constant.
It can also be derived from the microscopic kinetic theory, as was achieved (apparently independently) by August Krönig in 1856 and Rudolf Clausius in 1857.
Equation
The state of an amount of gas is determined by its pressure, volume, and temperature. The modern form of the equation relates these simply in two main forms. The temperature used in the equation of state is an absolute temperature: the appropriate SI unit is the kelvin.
Common forms
The most frequently introduced forms are:where:
is the absolute pressure of the gas,
is the volume of the gas,
is the amount of substance of gas (also known as number of moles),
is the ideal, or universal, gas constant, equal to the product of the Boltzmann constant and the Avogadro constant,
is the Boltzmann constant,
is the Avogadro constant,
is the absolute temperature of the gas,
is the number of particles (usually atoms or molecules) of the gas.
In SI units, p is measured in pascals, V is measured in cubic metres, n is measured in moles, and T in kelvins (the Kelvin scale is a shifted Celsius scale, where 0.00 K = −273.15 °C, the lowest possible temperature). R has for value 8.314 J/(mol·K) = 1.989 ≈ 2 cal/(mol·K), or 0.0821 L⋅atm/(mol⋅K).
Molar form
How much gas is present could be specified by giving the mass instead of the chemical amount of gas. Therefore, an alternative form of the ideal gas law may be useful. The chemical amount
Document 4:::
The table of specific heat capacities gives the volumetric heat capacity as well as the specific heat capacity of some substances and engineering materials, and (when applicable) the molar heat capacity.
Generally, the most notable constant parameter is the volumetric heat capacity (at least for solids) which is around the value of 3 megajoule per cubic meter per kelvin:
Note that the especially high molar values, as for paraffin, gasoline, water and ammonia, result from calculating specific heats in terms of moles of molecules. If specific heat is expressed per mole of atoms for these substances, none of the constant-volume values exceed, to any large extent, the theoretical Dulong–Petit limit of 25 J⋅mol−1⋅K−1 = 3 R per mole of atoms (see the last column of this table). For example, Paraffin has very large molecules and thus a high heat capacity per mole, but as a substance it does not have remarkable heat capacity in terms of volume, mass, or atom-mol (which is just 1.41 R per mole of atoms, or less than half of most solids, in terms of heat capacity per atom). Dulong–Petit limit also explains why dense substance which have very heavy atoms, such like lead, rank very low in mass heat capacity.
In the last column, major departures of solids at standard temperatures from the Dulong–Petit law value of 3 R, are usually due to low atomic weight plus high bond strength (as in diamond) causing some vibration modes to have too much energy to be available to store thermal energy at the measured temperature. For gases, departure from 3 R per mole of atoms is generally due to two factors: (1) failure of the higher quantum-energy-spaced vibration modes in gas molecules to be excited at room temperature, and (2) loss of potential energy degree of freedom for small gas molecules, simply because most of their atoms are not bonded maximally in space to other atoms, as happens in many solids.
A Assuming an altitude of 194 metres above mean sea level (the worldwide median alt
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Gases are most ideal at high temperature and what pressure?
A. high
B. absolute
C. low
D. stable
Answer:
|
|
sciq-8800
|
multiple_choice
|
The amniotes are distinguished from amphibians by the presence of a terrestrially adapted egg protected by what?
|
[
"albumen",
"hard shell",
"amniotic membranes",
"yolk"
] |
C
|
Relavent Documents:
Document 0:::
Amniotes are animals belonging to the clade Amniota, a large group of tetrapod vertebrates that comprises the vast majority of living terrestrial vertebrates. Amniotes evolved from amphibian ancestors during the Carboniferous period and further diverged into two groups, namely the sauropsids (including all reptiles and birds) and synapsids (including mammals and extinct ancestors like "pelycosaurs" and therapsids). They are distinguished from the other living tetrapod clade — the lissamphibians (frogs/toads, salamanders, newts and caecilians) — by the development of three extraembryonic membranes (amnion for embryonic protection, chorion for gas exchange, and allantois for metabolic waste disposal or storage), thicker and keratinized skin, and costal respiration (breathing by expanding/constricting the rib cage).
All three main amniote features listed above, namely the presence of an amniotic buffer, water-impermeable cutes and a robust air-breathing respiratory system, are very important for living on land as true terrestrial animals — the ability to survive and procreate in locations away from water bodies, better homeostasis in drier environments, and more efficient non-aquatic gas exchange to power terrestrial locomotions, although they might still require regular access to drinking water for rehydration like the semiaquatic amphibians do. Because the amnion and the fluid it secretes shields the embryo from environmental fluctuations, amniotes can reproduce on dry land by either laying shelled eggs (reptiles, birds and monotremes) or nurturing fertilized eggs within the mother (marsupial and placental mammals), unlike anamniotes (fish and amphibians) that have to spawn in or closely adjacent to aquatic environments. Additional unique features are the presence of adrenocortical and chromaffin tissues as a discrete pair of glands near their kidneys, which are more complex, the presence of an astragalus for better extremity range of motion, and the complete loss o
Document 1:::
The amnion (: amnions or amnia) is a membrane that closely covers the human and various other embryos when first formed. It fills with amniotic fluid, which causes the amnion to expand and become the amniotic sac that provides a protective environment for the developing embryo. The amnion, along with the chorion, the yolk sac and the allantois protect the embryo. In birds, reptiles and monotremes, the protective sac is enclosed in a shell. In marsupials and placental mammals, it is enclosed in a uterus.
The amnion is a feature of the vertebrate clade Amniota, which includes reptiles, birds, and mammals. Amphibians and fish lack the amnion and thus are not amniotes. The amnion stems from the extra-embryonic somatic mesoderm on the outer side and the extra-embryonic ectoderm or trophoblast on the inner side.
Etymology
Traditionally, the term amnion has been assumed to derive from Ancient Greek ἀμνίον : amníon, 'little lamb', diminutive of ἀμνός : amnós, 'lamb'. It is cognate with the English verb 'yean', bring forth young (usually lambs). However, this etymology is perhaps incorrect as the term may actually refer to an ancient Greek goddess of childbirth worshipped in Amnisos on the island of Crete
In humans
In the human embryo, the earliest stages of the formation of the amnion have not been observed; in the youngest embryo that has been studied the amnion was already present as a closed sac, and appears in the inner cell-mass as a cavity. This cavity is roofed in by a single stratum of flattened, ectodermal cells, the amniotic ectoderm, and its floor consists of the prismatic ectoderm of the embryonic disk. Outside the amniotic ectoderm is a thin layer of mesoderm, which is continuous with that of the somatopleure and is connected by the body-stalk with the mesodermal lining of the chorion.
When first formed, the amnion is in contact with the body of the embryo, but about the fourth or fifth week amniotic fluid (also called liquor amnii) begins to accumulate w
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Early stages of embryogenesis of tailless amphibians
Embryogenesis in living creatures occurs in different ways depending on class and species. One of the most basic criteria of such development is independence from a water habitat.
Amphibians were the earliest animals to adapt themselves to a mixed environment containing both water and dry land.
The embryonic development of tailless amphibians is presented below using the African clawed frog (Xenopus laevis) and the northern leopard frog (Rana pipiens) as examples.
The oocyte in these frog species is a polarized cell - it has specified axes and poles. The animal pole of the cell contains pigment cells, whereas the vegetal pole (the yolk) contains most of the nutritive material. The pigment is composed of light-absorbing melanin.
The sperm cell enters the oocyte in the region of the animal pole. Two blocks - defensive mechanisms meant to prevent polyspermy - occur: the fast block and the slow block. A relatively short time after fertilization, the cortical cytoplasm (located just beneath the cell membrane) rotates by 30 degrees. This results in the creation of the gray crescent. Its establishment determines the location of the dorsal and ventral (up-down) axis, as well as of the anterior and posterior (front-back) axis and the dextro-sinistral (left-right) axis of the embryo.
Embryo cleavage
The cleavage (cell division) of a frog’s embryo is complete and uneven, because most of the yolk is gathered in the vegetal region. The first cleavage runs across the animal-vegetal axis, dividing the gray crescent into two parts. The second cleavage also cuts through the gray crescent, although always running perpendicularly to the first one. This results in the creation of four identical blastomeres - separate cells now forming the embryo. The third cleavage runs equatorially and closer to the animal pole, thus creating blastomeres of unequal size (micromeres in the animal region and macromeres in the vegetal region).
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Comparative embryology is the branch of embryology that compares and contrasts embryos of different species, showing how all animals are related.
History
Aristotle was the earliest person in recorded history to study embryos. Observing embryos of different species, he described how animals born in eggs (oviparously) and by live birth (viviparously) developed differently. He discovered there were two main ways the egg cell divided: holoblastically, where the whole egg divided and became the creature; and meroblastically, where only part of the egg became the creature. Further advances in comparative embryology did not come until the invention of the microscope. Since then, many people, from Ernst Haeckel to Charles Darwin, have contributed to the field.
Misconceptions
Many erroneous theories were formed in the early years of comparative embryology. For example, German biologist and philosopher Ernst Haeckel proposed that all organisms went through a "re-run" of evolution he said that 'ontogeny repeats phylogeny' while in development. Haeckel believed that to become a mammal, an embryo had to begin as a single-celled organism, then evolve into a fish, then an amphibian, a reptile, and finally a mammal. The theory was widely accepted, then disproved many years later.
Objectives
The field of comparative embryology aims to understand how embryos develop, and to research the inter-relatedness of animals. It has bolstered evolutionary theory by demonstrating that all vertebrates develop similarly and have a putative common ancestor.
See also
Embryology
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Vegetal rotation is a morphogenetic movement that drives mesoderm internalization during gastrulation in amphibian embryos. The internalization of vegetal cells prior to gastrulation was first observed in the 1930s by Abraham Mandel Schechtman through the use of vital dye labeling experiments in Triturus torosus embryos. More recently, Winklbauer and Schürfeld (1999) described the internal movements in more detail using pregastrular explants of Xenopus laevis.
Gastrulation in amphibians is initiated by formation of bottle cells at the dorsal marginal zone, followed by involution of prospective mesodermal cells. The mesoderm and endoderm then migrate animally along the blastocoel roof, driven in part by movement of the vegetal endoderm cells. In Xenopus embryos in which the blastocoel roof is removed prior to gastrulation, the movement of vegetal cells toward the blastocoel and their intercalation into the blastocoel floor causes the floor to spread, pushing the dorsal edge downward. In the context of the embryo, active vegetal rotation, together with epiboly of the animal cap ectodermal cells, appears to bring the vegetal mesendoderm into contact with the blastocoel roof. This movement results in formation of Brachet's cleft. As gastrulation continues, further spreading of the blastocoel floor by upward movement of vegetal cells contributes to the advancement of the mesendoderm along the blastocoel roof. This process is aided by crawling mesodermal cells at the leading edge of the mesendoderm. Much like bottle cell formation at the blastopore lip, vegetal rotation begins at the dorsal side of the embryo, and spreads laterally to the ventral side. These processes, however, occur independently. While vegetal rotation appears to be important prior to and in the early stages of gastrulation, by stages 10.5–11, vegetal rotation ceases and further involution appears to be driven primarily by cell rearrangements.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The amniotes are distinguished from amphibians by the presence of a terrestrially adapted egg protected by what?
A. albumen
B. hard shell
C. amniotic membranes
D. yolk
Answer:
|
|
sciq-6130
|
multiple_choice
|
What are the two types of vascular tissues?
|
[
"ganglia and phloem",
"epidermis and phloem",
"ectoderm and phloem",
"xylem and phloem"
] |
D
|
Relavent Documents:
Document 0:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 1:::
The endothelium (: endothelia) is a single layer of squamous endothelial cells that line the interior surface of blood vessels and lymphatic vessels. The endothelium forms an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. Endothelial cells form the barrier between vessels and tissue and control the flow of substances and fluid into and out of a tissue.
Endothelial cells in direct contact with blood are called vascular endothelial cells whereas those in direct contact with lymph are known as lymphatic endothelial cells. Vascular endothelial cells line the entire circulatory system, from the heart to the smallest capillaries.
These cells have unique functions that include fluid filtration, such as in the glomerulus of the kidney, blood vessel tone, hemostasis, neutrophil recruitment, and hormone trafficking. Endothelium of the interior surfaces of the heart chambers is called endocardium. An impaired function can lead to serious health issues throughout the body.
Structure
The endothelium is a thin layer of single flat (squamous) cells that line the interior surface of blood vessels and lymphatic vessels.
Endothelium is of mesodermal origin. Both blood and lymphatic capillaries are composed of a single layer of endothelial cells called a monolayer. In straight sections of a blood vessel, vascular endothelial cells typically align and elongate in the direction of fluid flow.
Terminology
The foundational model of anatomy, an index of terms used to describe anatomical structures, makes a distinction between endothelial cells and epithelial cells on the basis of which tissues they develop from, and states that the presence of vimentin rather than keratin filaments separates these from epithelial cells. Many considered the endothelium a specialized epithelial tissue.
Function
The endothelium forms an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. This forms a barrier between v
Document 2:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 3:::
Outline
h1.00: Cytology
h2.00: General histology
H2.00.01.0.00001: Stem cells
H2.00.02.0.00001: Epithelial tissue
H2.00.02.0.01001: Epithelial cell
H2.00.02.0.02001: Surface epithelium
H2.00.02.0.03001: Glandular epithelium
H2.00.03.0.00001: Connective and supportive tissues
H2.00.03.0.01001: Connective tissue cells
H2.00.03.0.02001: Extracellular matrix
H2.00.03.0.03001: Fibres of connective tissues
H2.00.03.1.00001: Connective tissue proper
H2.00.03.1.01001: Ligaments
H2.00.03.2.00001: Mucoid connective tissue; Gelatinous connective tissue
H2.00.03.3.00001: Reticular tissue
H2.00.03.4.00001: Adipose tissue
H2.00.03.5.00001: Cartilage tissue
H2.00.03.6.00001: Chondroid tissue
H2.00.03.7.00001: Bone tissue; Osseous tissue
H2.00.04.0.00001: Haemotolymphoid complex
H2.00.04.1.00001: Blood cells
H2.00.04.1.01001: Erythrocyte; Red blood cell
H2.00.04.1.02001: Leucocyte; White blood cell
H2.00.04.1.03001: Platelet; Thrombocyte
H2.00.04.2.00001: Plasma
H2.00.04.3.00001: Blood cell production
H2.00.04.4.00001: Postnatal sites of haematopoiesis
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
Document 4:::
Vascular plants (), also called tracheophytes () or collectively Tracheophyta (), form a large group of land plants ( accepted known species) that have lignified tissues (the xylem) for conducting water and minerals throughout the plant. They also have a specialized non-lignified tissue (the phloem) to conduct products of photosynthesis. Vascular plants include the clubmosses, horsetails, ferns, gymnosperms (including conifers), and angiosperms (flowering plants). Scientific names for the group include Tracheophyta, Tracheobionta and Equisetopsida sensu lato. Some early land plants (the rhyniophytes) had less developed vascular tissue; the term eutracheophyte has been used for all other vascular plants, including all living ones.
Historically, vascular plants were known as "higher plants", as it was believed that they were further evolved than other plants due to being more complex organisms. However, this is an antiquated remnant of the obsolete scala naturae, and the term is generally considered to be unscientific.
Characteristics
Botanists define vascular plants by three primary characteristics:
Vascular plants have vascular tissues which distribute resources through the plant. Two kinds of vascular tissue occur in plants: xylem and phloem. Phloem and xylem are closely associated with one another and are typically located immediately adjacent to each other in the plant. The combination of one xylem and one phloem strand adjacent to each other is known as a vascular bundle. The evolution of vascular tissue in plants allowed them to evolve to larger sizes than non-vascular plants, which lack these specialized conducting tissues and are thereby restricted to relatively small sizes.
In vascular plants, the principal generation or phase is the sporophyte, which produces spores and is diploid (having two sets of chromosomes per cell). (By contrast, the principal generation phase in non-vascular plants is the gametophyte, which produces gametes and is haploid - with
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the two types of vascular tissues?
A. ganglia and phloem
B. epidermis and phloem
C. ectoderm and phloem
D. xylem and phloem
Answer:
|
|
sciq-1846
|
multiple_choice
|
What system protects the soft organs of the body?
|
[
"nervous system",
"skeletal system",
"Cardiovascular system",
"digestive system"
] |
B
|
Relavent Documents:
Document 0:::
A biological system is a complex network which connects several biologically relevant entities. Biological organization spans several scales and are determined based different structures depending on what the system is. Examples of biological systems at the macro scale are populations of organisms. On the organ and tissue scale in mammals and other animals, examples include the circulatory system, the respiratory system, and the nervous system. On the micro to the nanoscopic scale, examples of biological systems are cells, organelles, macromolecular complexes and regulatory pathways. A biological system is not to be confused with a living system, such as a living organism.
Organ and tissue systems
These specific systems are widely studied in human anatomy and are also present in many other animals.
Respiratory system: the organs used for breathing, the pharynx, larynx, bronchi, lungs and diaphragm.
Digestive system: digestion and processing food with salivary glands, oesophagus, stomach, liver, gallbladder, pancreas, intestines, rectum and anus.
Cardiovascular system (heart and circulatory system): pumping and channeling blood to and from the body and lungs with heart, blood and blood vessels.
Urinary system: kidneys, ureters, bladder and urethra involved in fluid balance, electrolyte balance and excretion of urine.
Integumentary system: skin, hair, fat, and nails.
Skeletal system: structural support and protection with bones, cartilage, ligaments and tendons.
Endocrine system: communication within the body using hormones made by endocrine glands such as the hypothalamus, pituitary gland, pineal body or pineal gland, thyroid, parathyroid and adrenals, i.e., adrenal glands.
Lymphatic system: structures involved in the transfer of lymph between tissues and the blood stream; includes the lymph and the nodes and vessels. The lymphatic system includes functions including immune responses and development of antibodies.
Immune system: protects the organism from
Document 1:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 2:::
Splanchnology is the study of the visceral organs, i.e. digestive, urinary, reproductive and respiratory systems.
The term derives from the Neo-Latin splanchno-, from the Greek σπλάγχνα, meaning "viscera". More broadly, splanchnology includes all the components of the Neuro-Endo-Immune (NEI) Supersystem. An organ (or viscus) is a collection of tissues joined in a structural unit to serve a common function. In anatomy, a viscus is an internal organ, and viscera is the plural form. Organs consist of different tissues, one or more of which prevail and determine its specific structure and function. Functionally related organs often cooperate to form whole organ systems.
Viscera are the soft organs of the body. There are organs and systems of organs that differ in structure and development but they are united for the performance of a common function. Such functional collection of mixed organs, form an organ system. These organs are always made up of special cells that support its specific function. The normal position and function of each visceral organ must be known before the abnormal can be ascertained.
Healthy organs all work together cohesively and gaining a better understanding of how, helps to maintain a healthy lifestyle. Some functions cannot be accomplished only by one organ. That is why organs form complex systems. The system of organs is a collection of homogeneous organs, which have a common plan of structure, function, development, and they are connected to each other anatomically and communicate through the NEI supersystem.
Document 3:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 4:::
The human body is the structure of a human being. It is composed of many different types of cells that together create tissues and subsequently organs and then organ systems. They ensure homeostasis and the viability of the human body.
It comprises a head, hair, neck, torso (which includes the thorax and abdomen), arms and hands, legs and feet.
The study of the human body includes anatomy, physiology, histology and embryology. The body varies anatomically in known ways. Physiology focuses on the systems and organs of the human body and their functions. Many systems and mechanisms interact in order to maintain homeostasis, with safe levels of substances such as sugar and oxygen in the blood.
The body is studied by health professionals, physiologists, anatomists, and artists to assist them in their work.
Composition
The human body is composed of elements including hydrogen, oxygen, carbon, calcium and phosphorus. These elements reside in trillions of cells and non-cellular components of the body.
The adult male body is about 60% water for a total water content of some . This is made up of about of extracellular fluid including about of blood plasma and about of interstitial fluid, and about of fluid inside cells. The content, acidity and composition of the water inside and outside cells is carefully maintained. The main electrolytes in body water outside cells are sodium and chloride, whereas within cells it is potassium and other phosphates.
Cells
The body contains trillions of cells, the fundamental unit of life. At maturity, there are roughly 3037trillion cells in the body, an estimate arrived at by totaling the cell numbers of all the organs of the body and cell types. The body is also host to about the same number of non-human cells as well as multicellular organisms which reside in the gastrointestinal tract and on the skin. Not all parts of the body are made from cells. Cells sit in an extracellular matrix that consists of proteins such as collagen,
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What system protects the soft organs of the body?
A. nervous system
B. skeletal system
C. Cardiovascular system
D. digestive system
Answer:
|
|
sciq-6460
|
multiple_choice
|
Thermal, radiant, electrical, nuclear, and chemical are all types of what?
|
[
"heating",
"energy",
"fuel",
"fuel"
] |
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:::
Thermal engineering is a specialized sub-discipline of mechanical engineering that deals with the movement of heat energy and transfer. The energy can be transferred between two mediums or transformed into other forms of energy. A thermal engineer will have knowledge of thermodynamics and the process to convert generated energy from thermal sources into chemical, mechanical, or electrical energy. Many process plants use a wide variety of machines that utilize components that use heat transfer in some way. Many plants use heat exchangers in their operations. A thermal engineer must allow the proper amount of energy to be transferred for correct use. Too much and the components could fail, too little and the system will not function at all. Thermal engineers must have an understanding of economics and the components that they will be servicing or interacting with. Some components that a thermal engineer could work with include heat exchangers, heat sinks, bi-metals strips, radiators and many more. Some systems that require a thermal engineer include; Boilers, heat pumps, water pumps, engines, and more.
Part of being a thermal engineer is to improve a current system and make it more efficient than the current system. Many industries employ thermal engineers, some main ones are the automotive manufacturing industry, commercial construction, and Heating Ventilation and Cooling industry. Job opportunities for a thermal engineer are very broad and promising.
Thermal engineering may be practiced by mechanical engineers and chemical engineers.
One or more of the following disciplines may be involved in solving a particular thermal engineering problem: Thermodynamics, Fluid mechanics, Heat transfer, or
Mass transfer.
One branch of knowledge used frequently in thermal engineering is that of thermofluids.
Applications
Boiler design
Combustion engines
Cooling systems
Cooling of computer chips
Heat exchangers
HVAC
Process Fired Heaters
Refrigeration Systems
Compressed Air Sy
Document 2:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 3:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 4:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Thermal, radiant, electrical, nuclear, and chemical are all types of what?
A. heating
B. energy
C. fuel
D. fuel
Answer:
|
|
sciq-5351
|
multiple_choice
|
The capsid is made from the what that are encoded by viral genes within their genome?
|
[
"proteins",
"acids",
"lipids",
"hormones"
] |
A
|
Relavent Documents:
Document 0:::
The term viral protein refers to both the products of the genome of a virus and any host proteins incorporated into the viral particle. Viral proteins are grouped according to their functions, and groups of viral proteins include structural proteins, nonstructural proteins, regulatory proteins, and accessory proteins. Viruses are non-living and do not have the means to reproduce on their own, instead depending on their host cell's machinery to do this. Thus, viruses do not code for most of the proteins required for their replication and the translation of their mRNA into viral proteins, but use proteins encoded by the host cell for this purpose.
Viral structural proteins
Most viral structural proteins are components for the capsid and the envelope of the virus.
Capsid
The genetic material of a virus is stored within a viral protein structure called the capsid. The capsid is a "shield" that protects the viral nucleic acids from getting degraded by host enzymes or other types of pesticides or pestilences. It also functions to attach the virion to its host, and enable the virion to penetrate the host cell membrane. Many copies of a single viral protein or a number of different viral proteins make up the capsid, and each of these viral proteins are coded for by one gene from the viral genome. The structure of the capsid allows the virus to use a small number of viral genes to make a large capsid.
Several protomers, oligomeric (viral) protein subunits, combine to form capsomeres, and capsomeres come together to form the capsid. Capsomeres can arrange into an icosahedral, helical, or complex capsid, but in many viruses, such as the herpes simplex virus, an icosahedral capsid is assembled. Three asymmetric and nonidentical viral protein units make up each of the twenty identical triangular faces in the icosahedral capsid.
Viral envelope
The capsid of some viruses are enclosed in a membrane called the viral envelope. In most cases, the viral envelope is obtained by
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:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 3:::
The capsomere is a subunit of the capsid, an outer covering of protein that protects the genetic material of a virus. Capsomeres self-assemble to form the capsid.
Subunits called protomers aggregate to form capsomeres. Various arrangements of capsomeres are: 1) Icosahedral, 2) Helical, and 3) Complex.
1) Icosahedral- An icosahedron is a polyhedron with 12 vertices and 20 faces. Two types of capsomeres constitute the icosahedral capsid: pentagonal (pentons) at the vertices and hexagonal (hexons) at the faces. There are always twelve pentons, but the number of hexons varies among virus groups. In electron micrographs, capsomeres are recognized as regularly spaced rings with a central hole.
2) Helical- The protomers are not grouped in capsomeres, but are bound to each other so as to form a ribbon-like structure. This structure folds into a helix because the protomers are thicker at one end than at the other. The diameter of the helical capsid is determined by characteristics of its protomers, while its length is determined by the length of the nucleic acid it encloses.
3) Complex- e.g., that exhibited by poxvirus and rhabdovirus. This group comprises all those viruses which do not fit into either of the above two groups.
When the viral particle has entered a host cell, the host cellular enzymes digest the capsid and its constituent capsomeres, thereby exposing the naked genetic material (DNA/RNA) of the virus, which subsequently enters the replication cycle.
The capsomeres protect against physical, chemical, and enzymatic damage and are multiply redundant; having a few protein subunits that are repeated. This is because the viral genome is being as economic as possible by only needing a few protein codons to make a large structure. One of the major functions of a capsid is to introduce the enclosed viral genome into host cells by adsorbing readily to host cell surfaces.
Document 4:::
In the management of HIV/AIDS, HIV capsid inhibitors are antiretroviral medicines that target the capsid shell of the virus. Most current antiretroviral drugs used to treat HIV do not directly target the viral capsid. These have also been termed "Capsid-targeting Antivirals", "Capsid Effectors", and "Capsid Assembly Modulators (CAMs)". Because of this, drugs that specifically inhibit the HIV capsid are being developed in order to reduce the replication of HIV, and treat infections that have become resistant to current antiretroviral therapies.
History and background
HIV capsid
The mechanism of HIV infection involves the transport and integration of the viral genome into the DNA of the host cell. This process involves both viral and cellular proteins which reverse transcribe the viral RNA to double-stranded DNA, and incorporate the viral DNA into the host cell genome.
The capsid surrounding the viral RNA, nucleocapsids, reverse transcriptase, and integrase plays a key role in the infection process. The capsid is composed of amino- and carboxy-terminal domains that form hexameric and pentameric rings. These rings assemble to form a cone-shaped structure surrounding the viral RNA and proteins. Upon entering the cytoplasm of a host cell, the capsid goes through an unfolding process that releases the viral RNA and proteins into the cell.
The uncoating process is a highly ordered multistep process in which the capsid is weakened and most or all capsid proteins are removed from the shell. Upsetting this process can have downstream effects that significantly reduce the infectivity of the virus. Because of this, capsid uncoating is a favorable target for antiretroviral medicines.
HIV treatment
Current drugs administered in the treatment of HIV do not target the capsid. Instead, patients are given a cocktail of reverse transcriptase inhibitors, protease inhibitors, integrase inhibitors, and entry inhibitors. These drugs have been successful on an epidemiologic and indi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The capsid is made from the what that are encoded by viral genes within their genome?
A. proteins
B. acids
C. lipids
D. hormones
Answer:
|
|
ai2_arc-527
|
multiple_choice
|
Many fertilizers contain organic materials that are helpful to an orchard but have a different effect when rain causes them to run off into a freshwater ecosystem. How does the addition of organic waste from fertilizers most commonly affect freshwater ecosystems?
|
[
"increasing biodiversity",
"increasing water clarity",
"decreasing algae blooms",
"decreasing oxygen levels"
] |
D
|
Relavent Documents:
Document 0:::
Lake 226 is one lake in Canada's Experimental Lakes Area (ELA) in Ontario. The ELA is a freshwater and fisheries research facility that operated these experiments alongside Fisheries and Oceans Canada and Environment Canada. In 1968 this area in northwest Ontario was set aside for limnological research, aiming to study the watershed of the 58 small lakes in this area. The ELA projects began as a response to the claim that carbon was the limiting agent causing eutrophication of lakes rather than phosphorus, and that monitoring phosphorus in the water would be a waste of money. This claim was made by soap and detergent companies, as these products do not biodegrade and can cause buildup of phosphates in water supplies that lead to eutrophication. The theory that carbon was the limiting agent was quickly debunked by the ELA Lake 227 experiment that began in 1969, which found that carbon could be drawn from the atmosphere to remain proportional to the input of phosphorus in the water. Experimental Lake 226 was then created to test phosphorus' impact on eutrophication by itself.
Lake ecosystem
Geography
The ELA lakes were far from human activities, therefore allowing the study of environmental conditions without human interaction. Lake 226 was specifically studied over a four-year period, from 1973–1977 to test eutrophication. Lake 226 itself is a 16.2 ha double basin lake located on highly metamorphosed granite known as Precambrian granite. The depth of the lake was measured in 1994 to be 14.7 m for the northeast basin and 11.6 m for the southeast basin. Lake 226 had a total lake volume of 9.6 × 105 m3, prior to the lake being additionally studied for drawdown alongside other ELA lakes. Due to this relatively small fetch of Lake 226, wind action is minimized, preventing resuspension of epilimnetic sediments.
Eutrophication experiment
To test the effects of fertilization on water quality and algae blooms, Lake 226 was split in half with a curtain. This curtain divi
Document 1:::
Nutrient cycling in the Columbia River Basin involves the transport of nutrients through the system, as well as transformations from among dissolved, solid, and gaseous phases, depending on the element. The elements that constitute important nutrient cycles include macronutrients such as nitrogen (as ammonium, nitrite, and nitrate), silicate, phosphorus, and micronutrients, which are found in trace amounts, such as iron. Their cycling within a system is controlled by many biological, chemical, and physical processes.
The Columbia River Basin is the largest freshwater system of the Pacific Northwest, and due to its complexity, size, and modification by humans, nutrient cycling within the system is affected by many different components. Both natural and anthropogenic processes are involved in the cycling of nutrients. Natural processes in the system include estuarine mixing of fresh and ocean waters, and climate variability patterns such as the Pacific Decadal Oscillation and the El Nino Southern Oscillation (both climatic cycles that affect the amount of regional snowpack and river discharge). Natural sources of nutrients in the Columbia River include weathering, leaf litter, salmon carcasses, runoff from its tributaries, and ocean estuary exchange. Major anthropogenic impacts to nutrients in the basin are due to fertilizers from agriculture, sewage systems, logging, and the construction of dams.
Nutrients dynamics vary in the river basin from the headwaters to the main river and dams, to finally reaching the Columbia River estuary and ocean. Upstream in the headwaters, salmon runs are the main source of nutrients. Dams along the river impact nutrient cycling by increasing residence time of nutrients, and reducing the transport of silicate to the estuary, which directly impacts diatoms, a type of phytoplankton. The dams are also a barrier to salmon migration, and can increase the amount of methane locally produced. The Columbia River estuary exports high rates of n
Document 2:::
Energy, nutrients, and contaminants derived from aquatic ecosystems and transferred to terrestrial ecosystems are termed aquatic-terrestrial subsidies or, more simply, aquatic subsidies. Common examples of aquatic subsidies include organisms that move across habitat boundaries and deposit their nutrients as they decompose in terrestrial habitats or are consumed by terrestrial predators, such as spiders, lizards, birds, and bats. Aquatic insects that develop within streams and lakes before emerging as winged adults and moving to terrestrial habitats contribute to aquatic subsidies. Fish removed from aquatic ecosystems by terrestrial predators are another important example. Conversely, the flow of energy and nutrients from terrestrial ecosystems to aquatic ecosystems are considered terrestrial subsidies; both aquatic subsidies and terrestrial subsidies are types of cross-boundary subsidies. Energy and nutrients are derived from outside the ecosystem where they are ultimately consumed.
Allochthonous describes resources and energy derived from another ecosystem; aquatic-terrestrial subsidies are examples of allochthonous resources. Autochthonous resources are produced by plants or algae within the local ecosystem Allochthonous resources, including aquatic-terrestrial subsidies, can subsidize predator populations and increase predator impacts on prey populations, sometimes initiating trophic cascades. Nutritional quality of autochthonous and allochthonous resources influences their use by animals and other consumers, even when they are readily available.
Resource subsidies
Resource subsidies, in forms of nutrients, matter, or organisms, describe movements of essential resources across habitat boundaries to animals or other consumers. These inputs of resources can influence individual growth, species abundance and diversity, community structure, secondary productivity and food web dynamics. Allochthonous resources are defined as originating outside of the ecosystem wh
Document 3:::
Lake 227 is one of 58 lakes located in the Experimental Lakes Area (ELA) in the Kenora District of Ontario, Canada. Lake 227 is one of only 5 lakes in the Experimental Lakes Area currently involved in long-term research projects, and is of particular note for its importance in long term lake eutrophication studies. The relative absence human activity and pollution makes Lake 227 ideal for limnological research, and the nature of the ELA makes it one of the only places in the world accessible for full lake experiments. At its deepest, Lake 227 is 10 meters deep, and the area of the lake is approximately 5 hectares. Funding and governmental permissions for access to Lake 227 have been unstable in recent years, as control of the ELA was handed off by the Canadian government to the International Institute for Sustainable Development (IISD).
Ecology
Lake 227 is a freshwater lake. The ELA region is home to a variety of native fish, many of which are planktivorous. Fathead minnows, Fine-scale Dace, and Pearl Dace are all examples of fish that can be found in the lake. The presence of planktivorous fish reduces the relative abundance of larger zooplankton species in the lake, as species like the fathead minnow primarily feed on them. The fish populations in Lake 227 were removed in the 1990s, this resulted in a noticeable increase in the Chaoborus and daphnia populations, in the absence of predation. The removal of fish from the lake negates the top-down effect that repressed larger species of zooplankton and aquatic larvae.
Research
The research in lake 227 is mainly focused on the effects of manipulated nutrients on the interrelated independent variables of microorganism activity and eutrophication. Lake 227 was home to the longest running experiment ever to take place in the ELA.
Lake eutrophication and nutrient factors
Lake 227 has been used as a real life model for the study of the connection between nutrient input and lake eutrophication. The results of these
Document 4:::
SPEARpesticides (Species At Risk) is a trait based biological indicator system for streams which quantitatively links pesticide contamination to the composition of invertebrate communities. The approach uses species traits that characterize the ecological requirements posed by pesticide contamination in running waters. Therefore, it is highly specific and only slightly influenced by other environmental factors. SPEARpesticides is linked to the quality classes of the EU Water Framework Directive (WFD)
History
SPEARpesticides has been first developed for Central Germany and updated. SPEARpesticides was adapted and validated for streams and mesocosms worldwide and provides the first ecotoxicological approach to specifically determine the ecological effects of pesticides on aquatic invertebrate communities. Denmark, Finland, France, Germany, Switzerland
Australia
Russia
Mesocosms
Calculation
SPEARpesticides estimates pesticide effects and contamination. The calculation is based on monitoring data of invertebrate communities as ascertained for the EU Water Framework Directive (WFD). A simplified version of SPEARpesticides is included in the ASTERICS software for assessing the ecological quality of rivers. A detailed analysis is enabled by the free SPEAR Calculator. The SPEAR Calculator provides most recent information on species traits and allows specific user settings.
The SPEARpesticides index is computed as relative abundance of vulnerable 'SPecies At Risk' (SPEAR) to be affected by pesticides. Relevant species traits comprises the physiological sensitivity towards pesticides, generation time, migration ability and exposure probability. The indicator value of SPEARpesticides at a sampling site is calculated as follows:
with n = number of taxa; xi = abundance of taxon i; y = 1 if taxon i is classified as SPEAR-sensitive; y = 0 if taxon i is classified as SPEAR-insensitive.
An application is available as download for PC. Web address to download the SPEAR calculat
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Many fertilizers contain organic materials that are helpful to an orchard but have a different effect when rain causes them to run off into a freshwater ecosystem. How does the addition of organic waste from fertilizers most commonly affect freshwater ecosystems?
A. increasing biodiversity
B. increasing water clarity
C. decreasing algae blooms
D. decreasing oxygen levels
Answer:
|
|
sciq-3785
|
multiple_choice
|
How many quarks are in each proton and neutron?
|
[
"five",
"ten",
"four",
"three"
] |
D
|
Relavent Documents:
Document 0:::
Advanced Placement (AP) Physics B was a physics course administered by the College Board as part of its Advanced Placement program. It was equivalent to a year-long introductory university course covering Newtonian mechanics, electromagnetism, fluid mechanics, thermal physics, waves, optics, and modern physics. The course was algebra-based and heavily computational; in 2015, it was replaced by the more concept-focused AP Physics 1 and AP Physics 2.
Exam
The exam consisted of a 70 MCQ section, followed by a 6-7 FRQ section. Each section was 90 minutes and was worth 50% of the final score. The MCQ section banned calculators, while the FRQ allowed calculators and a list of common formulas. Overall, the exam was configured to approximately cover a set percentage of each of the five target categories:
Purpose
According to the College Board web site, the Physics B course provided "a foundation in physics for students in the life sciences, a pre medical career path, and some applied sciences, as well as other fields not directly related to science."
Discontinuation
Starting in the 2014–2015 school year, AP Physics B was no longer offered, and AP Physics 1 and AP Physics 2 took its place. Like AP Physics B, both are algebra-based, and both are designed to be taught as year-long courses.
Grade distribution
The grade distributions for the Physics B scores from 2010 until its discontinuation in 2014 are as follows:
Document 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:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 3:::
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:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many quarks are in each proton and neutron?
A. five
B. ten
C. four
D. three
Answer:
|
|
sciq-6566
|
multiple_choice
|
Plants are described by what term, meaning their cells have a nucleus and membrane-bound organelles?
|
[
"complex",
"walled",
"eukaryotic",
"prokaryotic"
] |
C
|
Relavent Documents:
Document 0:::
In biology, tissue is a historically derived biological organizational level between cells and a complete organ. A tissue is therefore often thought of as an assembly of similar cells and their extracellular matrix from the same embryonic origin that together carry out a specific function. Organs are then formed by the functional grouping together of multiple tissues.
Biological organisms follow this hierarchy:
Cells < Tissue < Organ < Organ System < Organism
The English word "tissue" derives from the French word "tissu", the past participle of the verb tisser, "to weave".
The study of tissues is known as histology or, in connection with disease, as histopathology. Xavier Bichat is considered as the "Father of Histology". Plant histology is studied in both plant anatomy and physiology. The classical tools for studying tissues are the paraffin block in which tissue is embedded and then sectioned, the histological stain, and the optical microscope. Developments in electron microscopy, immunofluorescence, and the use of frozen tissue-sections have enhanced the detail that can be observed in tissues. With these tools, the classical appearances of tissues can be examined in health and disease, enabling considerable refinement of medical diagnosis and prognosis.
Plant tissue
In plant anatomy, tissues are categorized broadly into three tissue systems: the epidermis, the ground tissue, and the vascular tissue.
Epidermis – Cells forming the outer surface of the leaves and of the young plant body.
Vascular tissue – The primary components of vascular tissue are the xylem and phloem. These transport fluids and nutrients internally.
Ground tissue – Ground tissue is less differentiated than other tissues. Ground tissue manufactures nutrients by photosynthesis and stores reserve nutrients.
Plant tissues can also be divided differently into two types:
Meristematic tissues
Permanent tissues.
Meristematic tissue
Meristematic tissue consists of actively dividing cell
Document 1:::
Phytomorphology is the study of the physical form and external structure of plants. This is usually considered distinct from plant anatomy, which is the study of the internal structure of plants, especially at the microscopic level. Plant morphology is useful in the visual identification of plants. Recent studies in molecular biology started to investigate the molecular processes involved in determining the conservation and diversification of plant morphologies. In these studies transcriptome conservation patterns were found to mark crucial ontogenetic transitions during the plant life cycle which may result in evolutionary constraints limiting diversification.
Scope
Plant morphology "represents a study of the development, form, and structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin". There are four major areas of investigation in plant morphology, and each overlaps with another field of the biological sciences.
First of all, morphology is comparative, meaning that the morphologist examines structures in many different plants of the same or different species, then draws comparisons and formulates ideas about similarities. When structures in different species are believed to exist and develop as a result of common, inherited genetic pathways, those structures are termed homologous. For example, the leaves of pine, oak, and cabbage all look very different, but share certain basic structures and arrangement of parts. The homology of leaves is an easy conclusion to make. The plant morphologist goes further, and discovers that the spines of cactus also share the same basic structure and development as leaves in other plants, and therefore cactus spines are homologous to leaves as well. This aspect of plant morphology overlaps with the study of plant evolution and paleobotany.
Secondly, plant morphology observes both the vegetative (somatic) structures of plants, as well as the reproductive str
Document 2:::
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:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Plants are described by what term, meaning their cells have a nucleus and membrane-bound organelles?
A. complex
B. walled
C. eukaryotic
D. prokaryotic
Answer:
|
|
sciq-3856
|
multiple_choice
|
The term salt can refer to essentially any of what compounds?
|
[
"metallic",
"ionic",
"solvent",
"absorption"
] |
B
|
Relavent Documents:
Document 0:::
In common usage, salt is a mineral composed primarily of sodium chloride (NaCl). When used in food, especially at table in ground form in dispensers, it is more formally called table salt. In the form of a natural crystalline mineral, salt is also known as rock salt or halite. Salt is essential for life in general, and saltiness is one of the basic human tastes. Salt is one of the oldest and most ubiquitous food seasonings, and is known to uniformly improve the taste perception of food, including otherwise unpalatable food. Salting, brining, and pickling are also ancient and important methods of food preservation.
Some of the earliest evidence of salt processing dates to around 6000 BC, when people living in the area of present-day Romania boiled spring water to extract salts; a salt works in China dates to approximately the same period. Salt was also prized by the ancient Hebrews, Greeks, Romans, Byzantines, Hittites, Egyptians, and Indians. Salt became an important article of trade and was transported by boat across the Mediterranean Sea, along specially built salt roads, and across the Sahara on camel caravans. The scarcity and universal need for salt have led nations to go to war over it and use it to raise tax revenues. Salt is used in religious ceremonies and has other cultural and traditional significance.
Salt is processed from salt mines, and by the evaporation of seawater (sea salt) and mineral-rich spring water in shallow pools. The greatest single use for salt (sodium chloride) is as a feedstock for the production of chemicals. It is used to produce caustic soda and chlorine; it is also used in the manufacturing processes of polyvinyl chloride, plastics, paper pulp and many other products. Of the annual global production of around three hundred million tonnes of salt, only a small percentage is used for human consumption. Other uses include water conditioning processes, de-icing highways, and agricultural use. Edible salt is sold in forms such as sea s
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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
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Minor salts (micronutrients) per litre
Boric acid (H3BO3) 6. 2 mg/l
Cobalt chloride (CoCl2 · 6H2O) 0.025 mg/l
Ferrous sulfate (FeSO4 · 7H2O) 27.8 mg/l
Manganese(II) sulfate (MnSO4 · 4H2O) 22.3 mg/l
Potassium iodide (KI) 0.83 mg/l
Sodium molybdate (Na2MoO4 · 2H2O) 0.25 mg/l
Zinc sulfate (ZnSO4·7H2O) 8.6 mg/l
Ethylenediaminetetraacetic acid ferric sodium (FeNaEDTA) 36.70 mg/L
Copper sulfate (CuSO4 · 5H2O) 0.025 mg/l
Vitamins and organic compounds per litre
Myo-Inositol 100 mg/l
Nicotini
Document 3:::
A balanced salt solution (BSS) is a solution made to a physiological pH and isotonic salt concentration. Solutions most commonly include sodium, potassium, calcium, magnesium, and chloride. Balanced salt solutions are used for washing tissues and cells and are usually combined with other agents to treat the tissues and cells. They provide the cells with water and inorganic ions, while maintaining a physiological pH and osmotic pressure.
Sometimes glucose is added as an energy source and phenol red is used as a pH indicator.
In medicine, balanced salt solutions can be used as an irrigation solution such as during intraocular surgery and to replace intraocular fluids.
Balanced salt solutions
Alsever's solution
Earle's balanced salt solution (EBSS)
Gey's balanced salt solution (GBSS)
Hanks' balanced salt solution (HBSS)
(Dulbecco's) Phosphate buffered saline (PBS)
Puck's balanced salt solution
Ringer's balanced salt solution (RBSS)
Simm's balanced salt solution (SBSS)
TRIS-buffered saline (TBS)
Tyrode's balanced salt solution (TBSS)
Document 4:::
In physical chemistry, supersaturation occurs with a solution when the concentration of a solute exceeds the concentration specified by the value of solubility at equilibrium. Most commonly the term is applied to a solution of a solid in a liquid, but it can also be applied to liquids and gases dissolved in a liquid. A supersaturated solution is in a metastable state; it may return to equilibrium by separation of the excess of solute from the solution, by dilution of the solution by adding solvent, or by increasing the solubility of the solute in the solvent.
History
Early studies of the phenomenon were conducted with sodium sulfate, also known as Glauber's Salt because, unusually, the solubility of this salt in water may decrease with increasing temperature. Early studies have been summarised by Tomlinson. It was shown that the crystallization of a supersaturated solution does not simply come from its agitation, (the previous belief) but from solid matter entering and acting as a "starting" site for crystals to form, now called "seeds". Expanding upon this, Gay-Lussac brought attention to the kinematics of salt ions and the characteristics of the container having an impact on the supersaturation state. He was also able to expand upon the number of salts with which a supersaturated solution can be obtained. Later Henri Löwel came to the conclusion that both nuclei of the solution and the walls of the container have a catalyzing effect on the solution that cause crystallization. Explaining and providing a model for this phenomenon has been a task taken on by more recent research. Désiré Gernez contributed to this research by discovering that nuclei must be of the same salt that is being crystallized in order to promote crystallization.
Occurrence and examples
Solid precipitate, liquid solvent
A solution of a chemical compound in a liquid will become supersaturated when the temperature of the saturated solution is changed. In most cases solubility decreases wit
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The term salt can refer to essentially any of what compounds?
A. metallic
B. ionic
C. solvent
D. absorption
Answer:
|
|
sciq-10333
|
multiple_choice
|
If no unbalanced force acts on an object the object remains at constant velocity or what?
|
[
"constant movement",
"constant",
"at rest",
"rotating"
] |
C
|
Relavent Documents:
Document 0:::
Linear motion, also called rectilinear motion, is one-dimensional motion along a straight line, and can therefore be described mathematically using only one spatial dimension. The linear motion can be of two types: uniform linear motion, with constant velocity (zero acceleration); and non-uniform linear motion, with variable velocity (non-zero acceleration). The motion of a particle (a point-like object) along a line can be described by its position , which varies with (time). An example of linear motion is an athlete running a 100-meter dash along a straight track.
Linear motion is the most basic of all motion. According to Newton's first law of motion, objects that do not experience any net force will continue to move in a straight line with a constant velocity until they are subjected to a net force. Under everyday circumstances, external forces such as gravity and friction can cause an object to change the direction of its motion, so that its motion cannot be described as linear.
One may compare linear motion to general motion. In general motion, a particle's position and velocity are described by vectors, which have a magnitude and direction. In linear motion, the directions of all the vectors describing the system are equal and constant which means the objects move along the same axis and do not change direction. The analysis of such systems may therefore be simplified by neglecting the direction components of the vectors involved and dealing only with the magnitude.
Background
Displacement
The motion in which all the particles of a body move through the same distance in the same time is called translatory motion. There are two types of translatory motions: rectilinear motion; curvilinear motion. Since linear motion is a motion in a single dimension, the distance traveled by an object in particular direction is the same as displacement. The SI unit of displacement is the metre. If is the initial position of an object and is the final position, then mat
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Velocity is the speed in combination with the direction of motion of an object. Velocity is a fundamental concept in kinematics, the branch of classical mechanics that describes the motion of bodies.
Velocity is a physical vector quantity: both magnitude and direction are needed to define it. The scalar absolute value (magnitude) of velocity is called , being a coherent derived unit whose quantity is measured in the SI (metric system) as metres per second (m/s or m⋅s−1). For example, "5 metres per second" is a scalar, whereas "5 metres per second east" is a vector. If there is a change in speed, direction or both, then the object is said to be undergoing an acceleration.
Constant velocity vs acceleration
To have a constant velocity, an object must have a constant speed in a constant direction. Constant direction constrains the object to motion in a straight path thus, a constant velocity means motion in a straight line at a constant speed.
For example, a car moving at a constant 20 kilometres per hour in a circular path has a constant speed, but does not have a constant velocity because its direction changes. Hence, the car is considered to be undergoing an acceleration.
Difference between speed and velocity
While the terms speed and velocity are often colloquially used interchangeably to connote how fast an object is moving, in scientific terms they are different. Speed, the scalar magnitude of a velocity vector, denotes only how fast an object is moving, while velocity indicates both an objects speed and direction.
Equation of motion
Average velocity
Velocity is defined as the rate of change of position with respect to time, which may also be referred to as the instantaneous velocity to emphasize the distinction from the average velocity. In some applications the average velocity of an object might be needed, that is to say, the constant velocity that would provide the same resultant displacement as a variable velocity in the same time interval, , over some
Document 2:::
For a rigid object in contact with a fixed environment and acted upon by gravity in the vertical direction, its support polygon is a horizontal region over which the center of mass must lie to achieve static stability. For example, for an object resting on a horizontal surface (e.g. a table), the support polygon is the convex hull of its "footprint" on the table.
The support polygon succinctly represents the conditions necessary for an object to be at equilibrium under gravity. That is, if the object's center of mass lies over the support polygon, then there exist a set of forces over the region of contact that exactly counteracts the forces of gravity. Note that this is a necessary condition for stability, but not a sufficient one.
Derivation
Let the object be in contact at a finite number of points . At each point , let be the set of forces that can be applied on the object at that point. Here, is known as the friction cone, and for the Coulomb model of friction, is actually a cone with apex at the origin, extending to infinity in the normal direction of the contact.
Let be the (unspecified) forces at the contact points. To balance the object in static equilibrium, the following Newton-Euler equations must be met on :
for all
where is the force of gravity on the object, and is its center of mass. The first two equations are the Newton-Euler equations, and the third requires all forces to be valid. If there is no set of forces that meet all these conditions, the object will not be in equilibrium.
The second equation has no dependence on the vertical component of the center of mass, and thus if a solution exists for one , the same solution works for all . Therefore, the set of all that have solutions to the above conditions is a set that extends infinitely in the up and down directions. The support polygon is simply the projection of this set on the horizontal plane.
These results can easily be extended to different friction models and
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In physics, circular motion is a movement of an object along the circumference of a circle or rotation along a circular arc. It can be uniform, with a constant rate of rotation and constant tangential speed, or non-uniform with a changing rate of rotation. The rotation around a fixed axis of a three-dimensional body involves the circular motion of its parts. The equations of motion describe the movement of the center of mass of a body, which remains at a constant distance from the axis of rotation. In circular motion, the distance between the body and a fixed point on its surface remains the same, i.e., the body is assumed rigid.
Examples of circular motion include: special satellite orbits around the Earth (circular orbits), a ceiling fan's blades rotating around a hub, a stone that is tied to a rope and is being swung in circles, a car turning through a curve in a race track, an electron moving perpendicular to a uniform magnetic field, and a gear turning inside a mechanism.
Since the object's velocity vector is constantly changing direction, the moving object is undergoing acceleration by a centripetal force in the direction of the center of rotation. Without this acceleration, the object would move in a straight line, according to Newton's laws of motion.
Uniform circular motion
In physics, uniform circular motion describes the motion of a body traversing a circular path at a constant speed. Since the body describes circular motion, its distance from the axis of rotation remains constant at all times. Though the body's speed is constant, its velocity is not constant: velocity, a vector quantity, depends on both the body's speed and its direction of travel. This changing velocity indicates the presence of an acceleration; this centripetal acceleration is of constant magnitude and directed at all times toward the axis of rotation. This acceleration is, in turn, produced by a centripetal force which is also constant in magnitude and directed toward the axis of
Document 4:::
The balancing of rotating bodies is important to avoid vibration. In heavy industrial machines such as gas turbines and electric generators, vibration can cause catastrophic failure, as well as noise and discomfort. In the case of a narrow wheel, balancing simply involves moving the center of gravity to the centre of rotation. For a system to be in complete balance both force and couple polygons should be close in order to prevent the effect of centrifugal force. It is important to design the machine parts wisely so that the unbalance is reduced up to the minimum possible level or eliminated completely.
Static balance
Static balance occurs when the centre of gravity of an object is on the axis of rotation. The object can therefore remain stationary, with the axis horizontal, without the application of any braking force. It has no tendency to rotate due to the force of gravity. This is seen in bike wheels where the reflective plate is placed opposite the valve to distribute the centre of mass to the centre of the wheel. Other examples are grindstones, discs or car wheels. Verifying static balance requires the freedom for the object to rotate with as little friction as possible.
This may be provided with sharp, hardened knife edges, adjusted to be both horizontal and parallel. Alternatively, a pair of free-running ball bearing races is substituted for each knife edge, which relaxed the horizontal and parallel requirement. The object is either axially symmetrical like a wheel or must be provided with an axle. It is slowly spun, and when it comes to rest, it will stop at a random position if statically balanced. If not, an adhesive or clip on weight is securely attached to achieve balance.
Dynamic balance
A rotating system of mass is in dynamic balance when the rotation does not produce any resultant centrifugal force or couple. The system rotates without requiring the application of any external force or couple, other than that required to support its
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
If no unbalanced force acts on an object the object remains at constant velocity or what?
A. constant movement
B. constant
C. at rest
D. rotating
Answer:
|
|
sciq-9529
|
multiple_choice
|
What is the reaction called when an acid and a base react?
|
[
"activation",
"decomposition",
"oxidation",
"neutralization"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
This is a list of 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 2:::
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
Document 3:::
Chain reaction in chemistry and physics is a process that produces products capable of initiating subsequent processes of a similar nature. It is a self-sustaining sequence in which the resulting products continue to propagate further reactions. There are at least two examples of chain reactions in living organisms.
Lipid peroxidation in cell membranes
Nonenzymatic peroxidation occurs through the action of reactive oxygen species (ROS), specifically hydroxyl (HO•) and hydroperoxyl (HO) radicals, which initiate the oxidation of polyunsaturated fatty acids. Other initiators of lipid peroxidation include ozone (O3), nitrogen oxide (NO), nitrogen dioxide (NO2), and sulfur dioxide. The process of nonenzymatic peroxidation can be divided into three phases: initiation, propagation, and termination. During the initiation phase, fatty acid radicals are generated, which can propagate peroxidation to other molecules. This occurs when a free radical removes a hydrogen atom from a fatty acid, resulting in a lipid radical (L•) with an unpaired electron. In the propagation phase, the lipid radical reacts with oxygen (O2) or a transition metal, forming a peroxyl radical (LOO•). This peroxyl radical continues the chain reaction by reacting with a new unsaturated fatty acid, producing a new lipid radical (L•) and lipid hydroperoxide (LOOH). These primary products can further decompose into secondary products. The termination phase involves the interaction of a radical with an antioxidant molecule, such as α-tocopherol (vitamin E), which inhibits the propagation of chain reactions, thus terminating peroxidation. Another method of termination is the reaction between a lipid radical and a lipid peroxide, or the combination of two lipid peroxide molecules, resulting in stable nonreactive molecules.
Propagation of excitation of neurons in epilepsy
Epilepsy is a neurological condition marked by recurring seizures. It occurs when the brain's electrical activity becomes unbalanced, leading
Document 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the reaction called when an acid and a base react?
A. activation
B. decomposition
C. oxidation
D. neutralization
Answer:
|
|
sciq-3855
|
multiple_choice
|
What hypothetical link between development of herbivores and plant defenses is observed in nature, for instance in seeds that are unsavory to animals?
|
[
"natural selection",
"abjection",
"coevolution",
"interconnection"
] |
C
|
Relavent Documents:
Document 0:::
Tolerance is the ability of plants to mitigate the negative fitness effects caused by herbivory. It is one of the general plant defense strategies against herbivores, the other being resistance, which is the ability of plants to prevent damage (Strauss and Agrawal 1999). Plant defense strategies play important roles in the survival of plants as they are fed upon by many different types of herbivores, especially insects, which may impose negative fitness effects (Strauss and Zangerl 2002). Damage can occur in almost any part of the plants, including the roots, stems, leaves, flowers and seeds (Strauss and Zergerl 2002). In response to herbivory, plants have evolved a wide variety of defense mechanisms and although relatively less studied than resistance strategies, tolerance traits play a major role in plant defense (Strauss and Zergerl 2002, Rosenthal and Kotanen 1995).
Traits that confer tolerance are controlled genetically and therefore are heritable traits under selection (Strauss and Agrawal 1999). Many factors intrinsic to the plants, such as growth rate, storage capacity, photosynthetic rates and nutrient allocation and uptake, can affect the extent to which plants can tolerate damage (Rosenthal and Kotanen 1994). Extrinsic factors such as soil nutrition, carbon dioxide levels, light levels, water availability and competition also have an effect on tolerance (Rosenthal and Kotanen 1994).
History of the study of plant tolerance
Studies of tolerance to herbivory has historically been the focus of agricultural scientists (Painter 1958; Bardner and Fletcher 1974). Tolerance was actually initially classified as a form of resistance (Painter 1958). Agricultural studies on tolerance, however, are mainly concerned with the compensatory effect on the plants' yield and not its fitness, since it is of economical interest to reduce crop losses due to herbivory by pests (Trumble 1993; Bardner and Fletcher 1974). One surprising discovery made about plant tolerance was th
Document 1:::
Herbivores' effects on plant diversity vary across environmental changes. Herbivores could increase plant diversity or decrease plant diversity. Loss of plant diversity due to climate change can also affect herbivore and plant community relationships
Dominant species effect
People used to think herbivores increase plant diversity by avoiding dominance. Dominant species tend to exclude subordinate species as competitive exclusion. However, the effects on plant diversity caused by variation in dominance could be beneficial or negative. Herbivores do increase bio-diversity by consuming dominant plant species, but they can also prefer eating subordinate species according to plants’ palatability and quality. Plant palatability also heavily affects which plant species becomes dominant and which becomes subordinate, as palatability is a huge factor in whether herbivores choose to consume a certain plant more or less and hence affects its course of growth. In addition to the preference of herbivores, herbivores' effects on plant diversity are also influenced by other factors, defense trade-off theory, the predator-prey interaction, and inner traits of the environment and herbivores.
Defense trade-off theory effect
One way that plants could differ in their susceptibility to herbivores is through defense trade-off. Defense trade-off theory is commonly used to be seen as a fundamental theory to maintain ecological evenness. Plants can make a trade-off response to resource allocation, such as between defense and growth. Defenses against herbivores on plant diversity can vary in different situations. It can be neutral, detrimental or beneficial for plant fitness. Defense trade-offs can be used to change plant phenotype based on environmental challenges (such as herbivory). Even in the absence of defensive trade-offs, herbivores may still be able to increase plant diversity, such as herbivores prefer subordinate species rather than dominant species.
The predator-prey interac
Document 2:::
Xenohormesis is a hypothesis that posits that certain molecules such as plant polyphenols, which indicate stress in the plants, can have benefits of another organism (heterotrophs) which consumes it. Or in simpler terms, xenohormesis is interspecies hormesis. The expected benefits include improve lifespan and fitness, by activating the animal's cellular stress response.
This may be useful to evolve, as it gives possible cues about the state of the environment. If the plants an animal is eating have increased polyphenol content, it means the plant is under stress and may signal famines. Using the chemical cues the heterotophs could preemptively prepare and defend itself before conditions worsen. A possible example may be resveratrol, which is famously found in red wine, which modulates over two dozen receptors and enzymes in mammals.
Xenohormesis could also explain several phenomena seen in the ethno-pharmaceutical (traditional medicine) side of things. Such as in the case of cinnamon, which in several studies have shown to help treat type 2 diabetes, but hasn't been confirmed in meta analysis. This can be caused by the cinnamon used in one study differing from the other in xenohormic properties.
Some explanations as to why this works, is first and foremost, it could be a coincidence. Especially for cases which partially venomous products, cause a positive stress in the organism. The second is that it is a shared evolutionary attribute, as both animals and plants share a huge amount of homology between their pathways. The third is that there is evolutionary pressure to evolve to better respond to the molecules. The latter is proposed mainly by Howitz and his team.
There also might be the problem that our focus on maximizing the crop output, may be losing many of the xenohormetic advantages. Although the ideal conditions will cause the plant to increase its crop output it can also be argued it is loosing stress and therefore the hormesis. The honeybee colony colla
Document 3:::
Escape and radiate coevolution is a hypothesis proposing that a coevolutionary 'arms-race' between primary producers and their consumers contributes to the diversification of species by accelerating speciation rates. The hypothesized process involves the evolution of novel defenses in the host, allowing it to "escape" and then "radiate" into differing species.
History
This hypothesis originated in a 1964 paper by Paul Ehrlich and Peter Raven, "Butterflies and plants: a study in coevolution". While this paper outlined the concept, the actual term "escape and radiate" was not actually coined until 1989 by John N. Thompson. The theory has been highly influential in chemical ecology and plant evolutionary ecology, but remains controversial due to the difficulty of collecting decisive evidence as well as uncertainty about the mechanisms linking ecological 'escape' with evolutionary diversification.
Theory
Escape
A variety of defense mechanisms can lead to ecological escape from predators. Plants use chemical defenses in the form of secondary metabolites or allelochemicals. These allelochemicals inhibit the growth, behavior, and health of herbivores, allowing plants to escape. An example of a plant allelochemical are alkaloids that can inhibit protein synthesis in herbivores. Other forms of plant defense include mechanical defenses such as thigmonasty movements which have the plant leaves close in response to tactile stimulation. Indirect mechanisms plant include shedding of plant leaves so less leaves are available which deters herbivores, growth in locations in that are difficult to reach, and even mimicry. For organisms other than plants, examples of defense mechanisms allowing for escape include camouflage, aposematism, heightened senses and physical capabilities, and even defensive behaviors such as feigning death. An example of an organism using one of these defense mechanisms is the granular poison frog which defends itself through aposematism. It is import
Document 4:::
Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What hypothetical link between development of herbivores and plant defenses is observed in nature, for instance in seeds that are unsavory to animals?
A. natural selection
B. abjection
C. coevolution
D. interconnection
Answer:
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|
sciq-3256
|
multiple_choice
|
Cellular respiration that proceeds in the presence of oxygen is known as what?
|
[
"aerobic respiration",
"anaerobic respiration",
"digestive respiration",
"kinetic respiration"
] |
A
|
Relavent Documents:
Document 0:::
Cellular respiration is the process by which biological fuels are oxidized in the presence of an inorganic electron acceptor, such as oxygen, to drive the bulk production of adenosine triphosphate (ATP), which contains energy. Cellular respiration may be described as a set of metabolic reactions and processes that take place in the cells of organisms to convert chemical energy from nutrients into ATP, and then release waste products.
Cellular respiration is a vital process that happens in the cells of living organisms, including humans, plants, and animals. It's how cells produce energy to power all the activities necessary for life.
The reactions involved in respiration are catabolic reactions, which break large molecules into smaller ones, producing large amounts of energy (ATP). Respiration is one of the key ways a cell releases chemical energy to fuel cellular activity. The overall reaction occurs in a series of biochemical steps, some of which are redox reactions. Although cellular respiration is technically a combustion reaction, it is an unusual one because of the slow, controlled release of energy from the series of reactions.
Nutrients that are commonly used by animal and plant cells in respiration include sugar, amino acids and fatty acids, and the most common oxidizing agent is molecular oxygen (O2). The chemical energy stored in ATP (the bond of its third phosphate group to the rest of the molecule can be broken allowing more stable products to form, thereby releasing energy for use by the cell) can then be used to drive processes requiring energy, including biosynthesis, locomotion or transportation of molecules across cell membranes.
Aerobic respiration
Aerobic respiration requires oxygen (O2) in order to create ATP. Although carbohydrates, fats and proteins are consumed as reactants, aerobic respiration is the preferred method of pyruvate production in glycolysis, and requires pyruvate to the mitochondria in order to be fully oxidized by the c
Document 1:::
Cellular waste products are formed as a by-product of cellular respiration, a series of processes and reactions that generate energy for the cell, in the form of ATP. One example of cellular respiration creating cellular waste products are aerobic respiration and anaerobic respiration.
Each pathway generates different waste products.
Aerobic respiration
When in the presence of oxygen, cells use aerobic respiration to obtain energy from glucose molecules.
Simplified Theoretical Reaction: C6H12O6 (aq) + 6O2 (g) → 6CO2 (g) + 6H2O (l) + ~ 30ATP
Cells undergoing aerobic respiration produce 6 molecules of carbon dioxide, 6 molecules of water, and up to 30 molecules of ATP (adenosine triphosphate), which is directly used to produce energy, from each molecule of glucose in the presence of surplus oxygen.
In aerobic respiration, oxygen serves as the recipient of electrons from the electron transport chain. Aerobic respiration is thus very efficient because oxygen is a strong oxidant.
Aerobic respiration proceeds in a series of steps, which also increases efficiency - since glucose is broken down gradually and ATP is produced as needed, less energy is wasted as heat. This strategy results in the waste products H2O and CO2 being formed in different amounts at different phases of respiration. CO2 is formed in Pyruvate decarboxylation, H2O is formed in oxidative phosphorylation, and both are formed in the citric acid cycle.
The simple nature of the final products also indicates the efficiency of this method of respiration. All of the energy stored in the carbon-carbon bonds of glucose is released, leaving CO2 and H2O. Although there is energy stored in the bonds of these molecules, this energy is not easily accessible by the cell. All usable energy is efficiently extracted.
Anaerobic respiration
Anaerobic respiration is done by aerobic organisms when there is not sufficient oxygen in a cell to undergo aerobic respiration as well as by cells called anaerobes that
Document 2:::
Bioenergetic systems are metabolic processes that relate to the flow of energy in living organisms. Those processes convert energy into adenosine triphosphate (ATP), which is the form suitable for muscular activity. There are two main forms of synthesis of ATP: aerobic, which uses oxygen from the bloodstream, and anaerobic, which does not. Bioenergetics is the field of biology that studies bioenergetic systems.
Overview
The process that converts the chemical energy of food into ATP (which can release energy) is not dependent on oxygen availability. During exercise, the supply and demand of oxygen available to muscle cells is affected by duration and intensity and by the individual's cardio respiratory fitness level. It is also affected by the type of activity, for instance, during isometric activity the contracted muscles restricts blood flow (leaving oxygen and blood borne fuels unable to be delivered to muscle cells adequately for oxidative phosphorylation). Three systems can be selectively recruited, depending on the amount of oxygen available, as part of the cellular respiration process to generate ATP for the muscles. They are ATP, the anaerobic system and the aerobic system.
Adenosine triphosphate
ATP is the only type of usable form of chemical energy for musculoskeletal activity. It is stored in most cells, particularly in muscle cells. Other forms of chemical energy, such as those available from oxygen and food, must be transformed into ATP before they can be utilized by the muscle cells.
Coupled reactions
Since energy is released when ATP is broken down, energy is required to rebuild or resynthesize it. The building blocks of ATP synthesis are the by-products of its breakdown; adenosine diphosphate (ADP) and inorganic phosphate (Pi). The energy for ATP resynthesis comes from three different series of chemical reactions that take place within the body. Two of the three depend upon the food eaten, whereas the other depends upon a chemical compound called p
Document 3:::
Digestion is the breakdown of carbohydrates to yield an energy-rich compound called ATP. The production of ATP is achieved through the oxidation of glucose molecules. In oxidation, the electrons are stripped from a glucose molecule to reduce NAD+ and FAD. NAD+ and FAD possess a high energy potential to drive the production of ATP in the electron transport chain. ATP production occurs in the mitochondria of the cell. There are two methods of producing ATP: aerobic and anaerobic.
In aerobic respiration, oxygen is required. Using oxygen increases ATP production from 4 ATP molecules to about 30 ATP molecules.
In anaerobic respiration, oxygen is not required. When oxygen is absent, the generation of ATP continues through fermentation. There are two types of fermentation: alcohol fermentation and lactic acid fermentation.
There are several different types of carbohydrates: polysaccharides (e.g., starch, amylopectin, glycogen, cellulose), monosaccharides (e.g., glucose, galactose, fructose, ribose) and the disaccharides (e.g., sucrose, maltose, lactose).
Glucose reacts with oxygen in the following reaction, C6H12O6 + 6O2 → 6CO2 + 6H2O. Carbon dioxide and water are waste products, and the overall reaction is exothermic.
The reaction of glucose with oxygen releasing energy in the form of molecules of ATP is therefore one of the most important biochemical pathways found in living organisms.
Glycolysis
Glycolysis, which means “sugar splitting,” is the initial process in the cellular respiration pathway. Glycolysis can be either an aerobic or anaerobic process. When oxygen is present, glycolysis continues along the aerobic respiration pathway. If oxygen is not present, then ATP production is restricted to anaerobic respiration. The location where glycolysis, aerobic or anaerobic, occurs is in the cytosol of the cell. In glycolysis, a six-carbon glucose molecule is split into two three-carbon molecules called pyruvate. These carbon molecules are oxidized into NADH and AT
Document 4:::
Bioenergetics is a field in biochemistry and cell biology that concerns energy flow through living systems. This is an active area of biological research that includes the study of the transformation of energy in living organisms and the study of thousands of different cellular processes such as cellular respiration and the many other metabolic and enzymatic processes that lead to production and utilization of energy in forms such as adenosine triphosphate (ATP) molecules. That is, the goal of bioenergetics is to describe how living organisms acquire and transform energy in order to perform biological work. The study of metabolic pathways is thus essential to bioenergetics.
Overview
Bioenergetics is the part of biochemistry concerned with the energy involved in making and breaking of chemical bonds in the molecules found in biological organisms. It can also be defined as the study of energy relationships and energy transformations and transductions in living organisms. The ability to harness energy from a variety of metabolic pathways is a property of all living organisms. Growth, development, anabolism and catabolism are some of the central processes in the study of biological organisms, because the role of energy is fundamental to such biological processes. Life is dependent on energy transformations; living organisms survive because of exchange of energy between living tissues/ cells and the outside environment. Some organisms, such as autotrophs, can acquire energy from sunlight (through photosynthesis) without needing to consume nutrients and break them down. Other organisms, like heterotrophs, must intake nutrients from food to be able to sustain energy by breaking down chemical bonds in nutrients during metabolic processes such as glycolysis and the citric acid cycle. Importantly, as a direct consequence of the First Law of Thermodynamics, autotrophs and heterotrophs participate in a universal metabolic network—by eating autotrophs (plants), heterotrophs ha
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Cellular respiration that proceeds in the presence of oxygen is known as what?
A. aerobic respiration
B. anaerobic respiration
C. digestive respiration
D. kinetic respiration
Answer:
|
|
sciq-4344
|
multiple_choice
|
What are drilled to monitor groundwater pollution?
|
[
"sewers",
"test wells",
"draining wells",
"aquifers"
] |
B
|
Relavent Documents:
Document 0:::
Groundwater remediation is the process that is used to treat polluted groundwater by removing the pollutants or converting them into harmless products. Groundwater is water present below the ground surface that saturates the pore space in the subsurface. Globally, between 25 per cent and 40 per cent of the world's drinking water is drawn from boreholes and dug wells. Groundwater is also used by farmers to irrigate crops and by industries to produce everyday goods. Most groundwater is clean, but groundwater can become polluted, or contaminated as a result of human activities or as a result of natural conditions.
The many and diverse activities of humans produce innumerable waste materials and by-products. Historically, the disposal of such waste have not been subject to many regulatory controls. Consequently, waste materials have often been disposed of or stored on land surfaces where they percolate into the underlying groundwater. As a result, the contaminated groundwater is unsuitable for use.
Current practices can still impact groundwater, such as the over application of fertilizer or pesticides, spills from industrial operations, infiltration from urban runoff, and leaking from landfills. Using contaminated groundwater causes hazards to public health through poisoning or the spread of disease, and the practice of groundwater remediation has been developed to address these issues. Contaminants found in groundwater cover a broad range of physical, inorganic chemical, organic chemical, bacteriological, and radioactive parameters. Pollutants and contaminants can be removed from groundwater by applying various techniques, thereby bringing the water to a standard that is commensurate with various intended uses.
Techniques
Ground water remediation techniques span biological, chemical, and physical treatment technologies. Most ground water treatment techniques utilize a combination of technologies. Some of the biological treatment techniques include bioaugmentation,
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:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 3:::
Hydrogeophysics is a cross-disciplinary area of research that uses geophysics to determine parameters (characteristics; measurements of limitations or boundaries) and monitor processes for hydrological studies of matters such as water resources, contamination, and ecological studies. The field uses knowledge and researchers from geology, hydrology, physics, geophysics, engineering, statistics, and rock physics. It uses geophysics to provide quantitative information about hydrogeological parameters, using minimally invasive methods. Hydrogeophysics differs from geophysics in its specific uses and methods. Although geophysical knowledge and methods have existed and grown over the last half century for applications in mining and petroleum industries, hydrogeological study sites have different subsurface conditions than those industries. Thus, the geophysical methods for mapping subsurface properties combine with hydrogeology to use proper, accurate methods to map shallow hydrological study sites.
Background
The field of hydrogeophysics developed out of a need to use minimally invasive methods for determining and studying hydrogeological parameters and processes. Determination of hydrogeological parameters is important for finding water resources, which is a growing need, and learning about water contamination, which has become relevant with the growing use of potentially hazardous chemicals.
The methods and knowledge of geophysics had been developed for mining and petroleum industries, which involve consolidated subsurface environments with high pressure and temperature. Since the subsurface environments in hydrogeological studies are less consolidated and have low temperature and pressure, combining geophysics with hydrogeology was necessary to develop proper geophysical methods that work for hydrological purposes.
Traditional hydrogeological methods for characterizing the subsurface usually involved drilling and taking soil samples from the site, which can distur
Document 4:::
This is a list of free and open-source software for geological data handling and interpretation. The list is split into broad categories, depending on the intended use of the software and its scope of functionality.
Notice that 'free and open-source' requires that the source code is available and users are given a free software license. Simple being 'free of charge' is not sufficient—see gratis versus libre.
Well logging & Borehole visualisation
Geosciences software platforms
Geostatistics
Forward modeling
Geomodeling
Visualization, interpretation & analysis packages
Geographic information systems (GIS)
This important class of tools is already listed in the article List of GIS software.
Not true free and open-source projects
The following projects have unknown licensing, licenses or other conditions which place some restriction on use or redistribution, or which depend on non-open-source software like MATLAB or XVT (and therefore do not meet the Open Source Definition from the Open Source Initiative).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are drilled to monitor groundwater pollution?
A. sewers
B. test wells
C. draining wells
D. aquifers
Answer:
|
|
sciq-4594
|
multiple_choice
|
Where does growth in length occur, above the root cap?
|
[
"primary tuber",
"apical meristem",
"primary meristem",
"vascular cambrium"
] |
C
|
Relavent Documents:
Document 0:::
In botany, secondary growth is the growth that results from cell division in the cambia or lateral meristems and that causes the stems and roots to thicken, while primary growth is growth that occurs as a result of cell division at the tips of stems and roots, causing them to elongate, and gives rise to primary tissue. Secondary growth occurs in most seed plants, but monocots usually lack secondary growth. If they do have secondary growth, it differs from the typical pattern of other seed plants.
The formation of secondary vascular tissues from the cambium is a characteristic feature of dicotyledons and gymnosperms. In certain monocots, the vascular tissues are also increased after the primary growth is completed but the cambium of these plants is of a different nature. In the living pteridophytes this feature is extremely rare, only occurring in Isoetes.
Lateral meristems
In many vascular plants, secondary growth is the result of the activity of the two lateral meristems, the cork cambium and vascular cambium. Arising from lateral meristems, secondary growth increases the width of the plant root or stem, rather than its length. As long as the lateral meristems continue to produce new cells, the stem or root will continue to grow in diameter. In woody plants, this process produces wood, and shapes the plant into a tree with a thickened trunk.
Because this growth usually ruptures the epidermis of the stem or roots, plants with secondary growth usually also develop a cork cambium. The cork cambium gives rise to thickened cork cells to protect the surface of the plant and reduce water loss. If this is kept up over many years, this process may produce a layer of cork. In the case of the cork oak it will yield harvestable cork.
In nonwoody plants
Secondary growth also occurs in many nonwoody plants, e.g. tomato, potato tuber, carrot taproot and sweet potato tuberous root. A few long-lived leaves also have secondary growth.
Abnormal secondary growth
Abnormal seco
Document 1:::
Primary growth in plants is growth that takes place from the tips of roots or shoots. It leads to lengthening of roots and stems and sets the stage for organ formation. It is distinguished from secondary growth that leads to widening. Plant growth takes place in well defined plant locations. Specifically, the cell division and differentiation needed for growth occurs in specialized structures called meristems. These consist of undifferentiated cells (meristematic cells) capable of cell division. Cells in the meristem can develop into all the other tissues and organs that occur in plants. These cells continue to divide until they differentiate and then lose the ability to divide. Thus, the meristems produce all the cells used for plant growth and function.
At the tip of each stem and root, an apical meristem adds cells to their length, resulting in the elongation of both. Examples of primary growth are the rapid lengthening growth of seedlings after they emerge from the soil and the penetration of roots deep into the soil. Furthermore, all plant organs arise ultimately from cell divisions in the apical meristems, followed by cell expansion and differentiation.
In contrast, a growth process that involves thickening of stems takes place within lateral meristems that are located throughout the length of the stems. The lateral meristems of larger plants also extend into the roots. This thickening is secondary growth and is needed to give mechanical support and stability to the plant.
The functions of a plant's growing tips – its apical (or primary) meristems – include: lengthening through cell division and elongation; organising the development of leaves along the stem; creating platforms for the eventual development of branches along the stem; laying the groundwork for organ formation by providing a stock of undifferentiated or incompletely differentiated cells that later develop into fully differentiated cells, thereby ultimately allowing the "spatial deployment
Document 2:::
The quiescent centre is a group of cells, up to 1,000 in number, in the form of a hemisphere, with the flat face toward the root tip of vascular plants. It is a region in the apical meristem of a root where cell division proceeds very slowly or not at all, but the cells are capable of resuming meristematic activity when the tissue surrounding them is damaged.
Cells of root apical meristems do not all divide at the same rate. Determinations of relative rates of DNA synthesis show that primary roots of Zea, Vicia and Allium have quiescent centres to the meristems, in which the cells divide rarely or never in the course of normal root growth (Clowes, 1958). Such a quiescent centre includes the cells at the apices of the histogens of both stele and cortex. Its presence can be deduced from the anatomy of the apex in Zea (Clowes, 1958), but not in the other species which lack discrete histogens.
History
In 1953, during the course of analysing the organization and function of the root apices, Frederick Albert Lionel Clowes (born 10 September 1921), at the School of Botany (now Department of Plant Sciences), University of Oxford, proposed the term ‘cytogenerative centre’ to denote ‘the region of an apical meristem from which all future cells are derived’. This term had been suggested to him by Mr Harold K. Pusey, a lecturer in embryology at the Department of Zoology and Comparative Anatomy at the same university. The 1953 paper of Clowes reported results of his experiments on Fagus sylvatica and Vicia faba, in which small oblique and wedge-shaped excisions were made at the tip of the primary root, at the most distal level of the root body, near the boundary with the root cap. The results of these experiments were striking and showed that: the root which grew on following the excision was normal at the undamaged meristem side; the nonexcised meristem portion contributed to the regeneration of the excised portion; the regenerated part of the root had abnormal patterning and
Document 3:::
An epicotyl is important for the beginning stages of a plant's life. It is the region of a seedling stem above the stalks of the seed leaves of an embryo plant. It grows rapidly, showing hypogeal germination, and extends the stem above the soil surface. A common misconception is that the epicotyl, being closer to the apex of the plant, is the first part to emerge after germination - rather, the hypocotyl, the region of the stem between the point of attachment of the cotyledons and the root - forms a hook during hypogeal germination and pushes out of the soil, allowing the more delicate tissues of the plumules and apical meristem to avoid damage from pushing through the soil. The epicotyl will expand and form the point of attachment of the shoot apex and leaf primordia or "first true leaves". Cotyledons may remain belowground or be pushed up aboveground with the growing stem depending on the plant species in question.
In plant physiology, the epicotyl is the embryonic shoot above the cotyledons. In most plants the epicotyl will eventually develop into the leaves of the plant. In dicots, the hypocotyl is what appears to be the base stem under the spent withered cotyledons, and the shoot just above that is the epicotyl. In monocot plants, the first shoot that emerges from the ground or from the seed is the epicotyl, from which the first shoots and leaves emerge.
Lengthening of the epicotyl is thought to be controlled by the phytochrome photoreceptors.
See also
Hypocotyl
Radicle
Plumule
External links
"epicotyl." A Dictionary of Biology. 2004. Encyclopedia.com. 3 Dec. 2015
Plant morphology
Document 4:::
Tubers are a type of enlarged structure used as storage organs for nutrients in some plants. They are used for the plant's perennation (survival of the winter or dry months), to provide energy and nutrients for regrowth during the next growing season, and as a means of asexual reproduction. Stem tubers form thickened rhizomes (underground stems) or stolons (horizontal connections between organisms); well known species with stem tubers include the potato and yam. Some writers also treat modified lateral roots (root tubers) under the definition; these are found in sweet potatoes, cassava, and dahlias.
Terminology
The term originates from the Latin , meaning "lump, bump, swelling".
Some writers define the term "tuber" to mean only structures derived from stems; others use the term for structures derived from stems or roots.
Stem tubers
A stem tuber forms from thickened rhizomes or stolons. The top sides of the tuber produce shoots that grow into typical stems and leaves and the undersides produce roots. They tend to form at the sides of the parent plant and are most often located near the soil surface. The underground tuber is normally a short-lived storage and regenerative organ developing from a shoot that branches off a mature plant. The offspring or new tubers are attached to a parent tuber or form at the end of a hypogeogenous (initiated below ground) rhizome. In the autumn the plant dies, except for the new offspring tubers, which have one dominant bud that in spring regrows a new shoot producing stems and leaves; in summer the tubers decay and new tubers begin to grow. Some plants also form smaller tubers or tubercules that act like seeds, producing small plants that resemble (in morphology and size) seedlings. Some stem tubers are long-lived, such as those of tuberous begonias, but many plants have tubers that survive only until the plants have fully leafed out, at which point the tuber is reduced to a shriveled-up husk.
Stem tubers generally start off as
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where does growth in length occur, above the root cap?
A. primary tuber
B. apical meristem
C. primary meristem
D. vascular cambrium
Answer:
|
|
sciq-4400
|
multiple_choice
|
What is the term for a mutually beneficial relationship in which one organism lives inside the other?
|
[
"parasite",
"parthenogenesis",
"symbiosis",
"endosymbiosis"
] |
D
|
Relavent Documents:
Document 0:::
In biology and medicine, a host is a larger organism that harbours a smaller organism; whether a parasitic, a mutualistic, or a commensalist guest (symbiont). The guest is typically provided with nourishment and shelter. Examples include animals playing host to parasitic worms (e.g. nematodes), cells harbouring pathogenic (disease-causing) viruses, or a bean plant hosting mutualistic (helpful) nitrogen-fixing bacteria. More specifically in botany, a host plant supplies food resources to micropredators, which have an evolutionarily stable relationship with their hosts similar to ectoparasitism. The host range is the collection of hosts that an organism can use as a partner.
Symbiosis
Symbiosis spans a wide variety of possible relationships between organisms, differing in their permanence and their effects on the two parties. If one of the partners in an association is much larger than the other, it is generally known as the host. In parasitism, the parasite benefits at the host's expense. In commensalism, the two live together without harming each other, while in mutualism, both parties benefit.
Most parasites are only parasitic for part of their life cycle. By comparing parasites with their closest free-living relatives, parasitism has been shown to have evolved on at least 233 separate occasions. Some organisms live in close association with a host and only become parasitic when environmental conditions deteriorate.
A parasite may have a long-term relationship with its host, as is the case with all endoparasites. The guest seeks out the host and obtains food or another service from it, but does not usually kill it. In contrast, a parasitoid spends a large part of its life within or on a single host, ultimately causing the host's death, with some of the strategies involved verging on predation. Generally, the host is kept alive until the parasitoid is fully grown and ready to pass on to its next life stage. A guest's relationship with its host may be intermitten
Document 1:::
Commensalism is a long-term biological interaction (symbiosis) in which members of one species gain benefits while those of the other species neither benefit nor are harmed. This is in contrast with mutualism, in which both organisms benefit from each other; amensalism, where one is harmed while the other is unaffected; and parasitism, where one is harmed and the other benefits.
The commensal (the species that benefits from the association) may obtain nutrients, shelter, support, or locomotion from the host species, which is substantially unaffected. The commensal relation is often between a larger host and a smaller commensal; the host organism is unmodified, whereas the commensal species may show great structural adaptation consistent with its habits, as in the remoras that ride attached to sharks and other fishes. Remoras feed on their hosts' fecal matter, while pilot fish feed on the leftovers of their hosts' meals. Numerous birds perch on bodies of large mammal herbivores or feed on the insects turned up by grazing mammals.
Etymology
The word "commensalism" is derived from the word "commensal", meaning "eating at the same table" in human social interaction, which in turn comes through French from the Medieval Latin commensalis, meaning "sharing a table", from the prefix com-, meaning "together", and mensa, meaning "table" or "meal". Commensality, at the Universities of Oxford and Cambridge, refers to professors eating at the same table as students (as they live in the same "college").
Pierre-Joseph van Beneden introduced the term "commensalism" in 1876.
Examples of commensal relationships
The commensal pathway was traveled by animals that fed on refuse around human habitats or by animals that preyed on other animals drawn to human camps. Those animals established a commensal relationship with humans in which the animals benefited but the humans received little benefit or harm. Those animals that were most capable of taking advantage of the resources associ
Document 2:::
The hypothesis or paradigm of Mutualism Parasitism Continuum postulates that compatible host-symbiont associations can occupy a broad continuum of interactions with different fitness outcomes for each member.
At one end of the continuum lies obligate mutualism where both host and symbiont benefit from the interaction and are dependent on it for survival. At the other end of the continuum highly parasitic interactions can occur, where one member gains a fitness benefit at the expense of the others survival. Between these extremes many different types of interaction are possible.
The degree of change between mutualism or parasitism varies depending on the availability of resources, where there is environmental stress generated by few resources, symbiotic relationships are formed while in environments where there is an excess of resources, biological interactions turn to competition and parasitism.
Classically the transmission mode of the symbiont can also be important in predicting where on the mutualism-parasitism-continuum an interaction will sit. Symbionts that are vertically transmitted (inherited symbionts) frequently occupy mutualism space on the continuum, this is due to the aligned reproductive interests between host and symbiont that are generated under vertical transmission. In some systems increases in the relative contribution of horizontal transmission can drive selection for parasitism.
Studies of this hypothesis have focused on host-symbiont models of plants and fungi, and also of animals and microbes.
See also
Red King Hypothesis
Red Queen Hypothesis
Black Queen Hypothesis
Biological interaction
Document 3:::
In ecology, a biological interaction is the effect that a pair of organisms living together in a community have on each other. They can be either of the same species (intraspecific interactions), or of different species (interspecific interactions). These effects may be short-term, or long-term, both often strongly influence the adaptation and evolution of the species involved. Biological interactions range from mutualism, beneficial to both partners, to competition, harmful to both partners. Interactions can be direct when physical contact is established or indirect, through intermediaries such as shared resources, territories, ecological services, metabolic waste, toxins or growth inhibitors. This type of relationship can be shown by net effect based on individual effects on both organisms arising out of relationship.
Several recent studies have suggested non-trophic species interactions such as habitat modification and mutualisms can be important determinants of food web structures. However, it remains unclear whether these findings generalize across ecosystems, and whether non-trophic interactions affect food webs randomly, or affect specific trophic levels or functional groups.
History
Although biological interactions, more or less individually, were studied earlier, Edward Haskell (1949) gave an integrative approach to the thematic, proposing a classification of "co-actions", later adopted by biologists as "interactions". Close and long-term interactions are described as symbiosis; symbioses that are mutually beneficial are called mutualistic.
The term symbiosis was subject to a century-long debate about whether it should specifically denote mutualism, as in lichens or in parasites that benefit themselves. This debate created two different classifications for biotic interactions, one based on the time (long-term and short-term interactions), and other based on the magnitud of interaction force (competition/mutualism) or effect of individual fitness, accordi
Document 4:::
Bioclaustration is kind of interaction when one organism (usually soft bodied) is embedded in a living substrate (i.e. skeleton of another organism); it means “biologically walled -up”. In case of symbiosis the walling-up is not complete and both organisms stay alive (Palmer and Wilson, 1988).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for a mutually beneficial relationship in which one organism lives inside the other?
A. parasite
B. parthenogenesis
C. symbiosis
D. endosymbiosis
Answer:
|
|
scienceQA-12563
|
multiple_choice
|
What do these two changes have in common?
bending a paper clip
mixing sand and water
|
[
"Both are chemical changes.",
"Both are caused by cooling.",
"Both are caused by heating.",
"Both are only physical changes."
] |
D
|
Step 1: Think about each change.
Bending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.
Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
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:::
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 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
In physics, a 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:::
In chemistry, a mixture is a material made up of two or more different chemical substances which are not chemically bonded. A mixture is the physical combination of two or more substances in which the identities are retained and are mixed in the form of solutions, suspensions and colloids.
Mixtures are one product of mechanically blending or mixing chemical substances such as elements and compounds, without chemical bonding or other chemical change, so that each ingredient substance retains its own chemical properties and makeup. Despite the fact that there are no chemical changes to its constituents, the physical properties of a mixture, such as its melting point, may differ from those of the components. Some mixtures can be separated into their components by using physical (mechanical or thermal) means. Azeotropes are one kind of mixture that usually poses considerable difficulties regarding the separation processes required to obtain their constituents (physical or chemical processes or, even a blend of them).
Characteristics of mixtures
All mixtures can be characterized as being separable by mechanical means (e.g. purification, distillation, electrolysis, chromatography, heat, filtration, gravitational sorting, centrifugation). Mixtures differ from chemical compounds in the following ways:
the substances in a mixture can be separated using physical methods such as filtration, freezing, and distillation.
there is little or no energy change when a mixture forms (see Enthalpy of mixing).
The substances in a mixture keep its separate properties.
In the example of sand and water, neither one of the two substances changed in any way when they are mixed. Although the sand is in the water it still keeps the same properties that it had when it was outside the water.
mixtures have variable compositions, while compounds have a fixed, definite formula.
when mixed, individual substances keep their properties in a mixture, while if they form a compound their properties
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?
bending a paper clip
mixing sand and water
A. Both are chemical changes.
B. Both are caused by cooling.
C. Both are caused by heating.
D. Both are only physical changes.
Answer:
|
sciq-1256
|
multiple_choice
|
What molecules are usually insoluble in water?
|
[
"ions",
"non-polar",
"polar",
"acids"
] |
B
|
Relavent Documents:
Document 0:::
Water () is a polar inorganic compound that is at room temperature a tasteless and odorless liquid, which is nearly colorless apart from an inherent hint of blue. It is by far the most studied chemical compound and is described as the "universal solvent" and the "solvent of life". It is the most abundant substance on the surface of Earth and the only common substance to exist as a solid, liquid, and gas on Earth's surface. It is also the third most abundant molecule in the universe (behind molecular hydrogen and carbon monoxide).
Water molecules form hydrogen bonds with each other and are strongly polar. This polarity allows it to dissociate ions in salts and bond to other polar substances such as alcohols and acids, thus dissolving them. Its hydrogen bonding causes its many unique properties, such as having a solid form less dense than its liquid form, a relatively high boiling point of 100 °C for its molar mass, and a high heat capacity.
Water is amphoteric, meaning that it can exhibit properties of an acid or a base, depending on the pH of the solution that it is in; it readily produces both and ions. Related to its amphoteric character, it undergoes self-ionization. The product of the activities, or approximately, the concentrations of and is a constant, so their respective concentrations are inversely proportional to each other.
Physical properties
Water is the chemical substance with chemical formula ; one molecule of water has two hydrogen atoms covalently bonded to a single oxygen atom. Water is a tasteless, odorless liquid at ambient temperature and pressure. Liquid water has weak absorption bands at wavelengths of around 750 nm which cause it to appear to have a blue color. This can easily be observed in a water-filled bath or wash-basin whose lining is white. Large ice crystals, as in glaciers, also appear blue.
Under standard conditions, water is primarily a liquid, unlike other analogous hydrides of the oxygen family, which are generally gaseou
Document 1:::
MOSCED (short for “modified separation of cohesive energy density" model) is a thermodynamic model for the estimation of limiting activity coefficients (also known as activity coefficient at infinite dilution). From a historical point of view MOSCED can be regarded as an improved modification of the Hansen method and the Hildebrand solubility model by adding higher interaction term such as polarity, induction and separation of hydrogen bonding terms. This allows the prediction of polar and associative compounds, which most solubility parameter models have been found to do poorly. In addition to making quantitative prediction, MOSCED can be used to understand fundamental molecular level interaction for intuitive solvent selection and formulation.
In addition to infinite dilution, MOSCED can be used to parameterize excess Gibbs Free Energy model such as NRTL, WILSON, Mod-UNIFAC to map out Vapor Liquid Equilibria of mixture. This was demonstrated briefly by Schriber and Eckert using infinite dilution data to parameterize WILSON equation.
The first publication is from 1984 and a major revision of parameters has been done 2005. This revised version is described here.
Basic principle
MOSCED uses component-specific parameters describing electronic properties of a compound. These five properties are partly derived from experimental values and partly fitted to experimental data. In addition to the five electronic properties the model uses the molar volume for every component.
These parameters are then entered in several equations to obtain the limiting activity coefficient of an infinitely diluted solute in a solvent. These equations have further parameters which have been found empirically.
The authors found an average absolute deviation of 10.6% against their database of experimental data. The database contains limiting activity coefficients of binary systems of non-polar, polar and hydrogen compounds, but no water. As can be seen in the deviation chart, the system
Document 2:::
This is an index of lists of molecules (i.e. by year, number of atoms, etc.). Millions of molecules have existed in the universe since before the formation of Earth. Three of them, carbon dioxide, water and oxygen were necessary for the growth of life. Although humanity had always been surrounded by these substances, it has not always known what they were composed of.
By century
The following is an index of list of molecules organized by time of discovery of their molecular formula or their specific molecule in case of isomers:
List of compounds
By number of carbon atoms in the molecule
List of compounds with carbon number 1
List of compounds with carbon number 2
List of compounds with carbon number 3
List of compounds with carbon number 4
List of compounds with carbon number 5
List of compounds with carbon number 6
List of compounds with carbon number 7
List of compounds with carbon number 8
List of compounds with carbon number 9
List of compounds with carbon number 10
List of compounds with carbon number 11
List of compounds with carbon number 12
List of compounds with carbon number 13
List of compounds with carbon number 14
List of compounds with carbon number 15
List of compounds with carbon number 16
List of compounds with carbon number 17
List of compounds with carbon number 18
List of compounds with carbon number 19
List of compounds with carbon number 20
List of compounds with carbon number 21
List of compounds with carbon number 22
List of compounds with carbon number 23
List of compounds with carbon number 24
List of compounds with carbon numbers 25-29
List of compounds with carbon numbers 30-39
List of compounds with carbon numbers 40-49
List of compounds with carbon numbers 50+
Other lists
List of interstellar and circumstellar molecules
List of gases
List of molecules with unusual names
See also
Molecule
Empirical formula
Chemical formula
Chemical structure
Chemical compound
Chemical bond
Coordination complex
L
Document 3:::
A hydrophile is a molecule or other molecular entity that is attracted to water molecules and tends to be dissolved by water.
In contrast, hydrophobes are not attracted to water and may seem to be repelled by it. Hygroscopics are attracted to water, but are not dissolved by water.
Molecules
A hydrophilic molecule or portion of a molecule is one whose interactions with water and other polar substances are more thermodynamically favorable than their interactions with oil or other hydrophobic solvents. They are typically charge-polarized and capable of hydrogen bonding. This makes these molecules soluble not only in water but also in other polar solvents.
Hydrophilic molecules (and portions of molecules) can be contrasted with hydrophobic molecules (and portions of molecules). In some cases, both hydrophilic and hydrophobic properties occur in a single molecule. An example of these amphiphilic molecules is the lipids that comprise the cell membrane. Another example is soap, which has a hydrophilic head and a hydrophobic tail, allowing it to dissolve in both water and oil.
Hydrophilic and hydrophobic molecules are also known as polar molecules and nonpolar molecules, respectively. Some hydrophilic substances do not dissolve. This type of mixture is called a colloid.
An approximate rule of thumb for hydrophilicity of organic compounds is that solubility of a molecule in water is more than 1 mass % if there is at least one neutral hydrophile group per 5 carbons, or at least one electrically charged hydrophile group per 7 carbons.
Hydrophilic substances (ex: salts) can seem to attract water out of the air. Sugar is also hydrophilic, and like salt is sometimes used to draw water out of foods. Sugar sprinkled on cut fruit will "draw out the water" through hydrophilia, making the fruit mushy and wet, as in a common strawberry compote recipe.
Chemicals
Liquid hydrophilic chemicals complexed with solid chemicals can be used to optimize solubility of hydrophobic chemical
Document 4:::
The use of ionic liquids in carbon capture is a potential application of ionic liquids as absorbents for use in carbon capture and sequestration. Ionic liquids, which are salts that exist as liquids near room temperature, are polar, nonvolatile materials that have been considered for many applications. The urgency of climate change has spurred research into their use in energy-related applications such as carbon capture and storage.
Carbon capture using absorption
Ionic liquids as solvents
Amines are the most prevalent absorbent in postcombustion carbon capture technology today. In particular, monoethanolamine (MEA) has been used in industrial scales in postcombustion carbon capture, as well as in other CO2 separations, such as "sweetening" of natural gas. However, amines are corrosive, degrade over time, and require large industrial facilities. Ionic liquids on the other hand, have low vapor pressures . This property results from their strong Coulombic attractive force. Vapor pressure remains low through the substance's thermal decomposition point (typically >300 °C). In principle, this low vapor pressure simplifies their use and makes them "green" alternatives. Additionally, it reduces risk of contamination of the CO2 gas stream and of leakage into the environment.
The solubility of CO2 in ionic liquids is governed primarily by the anion, less so by the cation. The hexafluorophosphate (PF6–) and tetrafluoroborate (BF4–) anions have been shown to be especially amenable to CO2 capture.
Ionic liquids have been considered as solvents in a variety of liquid-liquid extraction processes, but never commercialized. Beside that, ionic liquids have replaced the conventional volatile solvents in industry such as absorption of gases or extractive distillation. Additionally, ionic liquids are used as co-solutes for the generation of aqueous biphasic systems, or purification of biomolecules.
Process
A typical CO2 absorption process consists of a feed gas, an absorptio
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What molecules are usually insoluble in water?
A. ions
B. non-polar
C. polar
D. acids
Answer:
|
|
sciq-5524
|
multiple_choice
|
Two species that share what cannot coexist in a community?
|
[
"color",
"language",
"same niche",
"mood"
] |
C
|
Relavent Documents:
Document 0:::
Interspecific competition, in ecology, is a form of competition in which individuals of different species compete for the same resources in an ecosystem (e.g. food or living space). This can be contrasted with mutualism, a type of symbiosis. Competition between members of the same species is called intraspecific competition.
If a tree species in a dense forest grows taller than surrounding tree species, it is able to absorb more of the incoming sunlight. However, less sunlight is then available for the trees that are shaded by the taller tree, thus interspecific competition. Leopards and lions can also be in interspecific competition, since both species feed on the same prey, and can be negatively impacted by the presence of the other because they will have less food.
Competition is only one of many interacting biotic and abiotic factors that affect community structure. Moreover, competition is not always a straightforward, direct, interaction. Interspecific competition may occur when individuals of two separate species share a limiting resource in the same area. If the resource cannot support both populations, then lowered fecundity, growth, or survival may result in at least one species. Interspecific competition has the potential to alter populations, communities and the evolution of interacting species. On an individual organism level, competition can occur as interference or exploitative competition.
Types
All of the types described here can also apply to intraspecific competition, that is, competition among individuals within a species. Also, any specific example of interspecific competition can be described in terms of both a mechanism (e.g., resource or interference) and an outcome (symmetric or asymmetric).
Based on mechanism
Exploitative competition, also referred to as resource competition, is a form of competition in which one species consumes and either reduces or more efficiently uses a shared limiting resource and therefore depletes the availab
Document 1:::
Any action or influence that species have on each other is considered a biological interaction. These interactions between species can be considered in several ways. One such way is to depict interactions in the form of a network, which identifies the members and the patterns that connect them. Species interactions are considered primarily in terms of trophic interactions, which depict which species feed on others.
Currently, ecological networks that integrate non-trophic interactions are being built. The type of interactions they can contain can be classified into six categories: mutualism, commensalism, neutralism, amensalism, antagonism, and competition.
Observing and estimating the fitness costs and benefits of species interactions can be very problematic. The way interactions are interpreted can profoundly affect the ensuing conclusions.
Interaction characteristics
Characterization of interactions can be made according to various measures, or any combination of them.
Prevalence
Prevalence identifies the proportion of the population affected by a given interaction, and thus quantifies whether it is relatively rare or common. Generally, only common interactions are considered.
Negative/ Positive
Whether the interaction is beneficial or harmful to the species involved determines the sign of the interaction, and what type of interaction it is classified as. To establish whether they are harmful or beneficial, careful observational and/or experimental studies can be conducted, in an attempt to establish the cost/benefit balance experienced by the members.
Strength
The sign of an interaction does not capture the impact on fitness of that interaction. One example of this is of antagonism, in which predators may have a much stronger impact on their prey species (death), than parasites (reduction in fitness). Similarly, positive interactions can produce anything from a negligible change in fitness to a life or death impact.
Relationship in space and time
The rel
Document 2:::
Community genetics is a recently emerged field in biology that fuses elements of community ecology, evolutionary biology, and molecular and quantitative genetics. Antonovics first articulated the vision for such a field, and Whitham et al. formalized its definition as "The study of the genetic interactions that occur between species and their abiotic environment in complex communities." The field aims to bridge the gaps in the study of evolution and ecology, within the multivariate community context in which ecological and evolutionary features are embedded. The documentary movie A Thousand Invisible Cords provides an introduction to the field and its implications.
To date, the primary focus of most community genetics studies has been on the influences of genetic variation in plants on foliar arthropod communities. In a wide variety of ecosystems, different plant genotypes often support different compositions of associated foliar arthropod communities. Such community phenotypes have been observed in natural hybrid complexes, among genotypes and sibling families within a single species and among different plant populations. To understand the broader impacts of differences among plant genotypes on biodiversity as a whole, researchers have begun to examine the response of other organisms, such as foliar endophytes, mycorrhizal fungi, soil microbes, litter-dwelling arthropods, herbaceous plants and epiphytes. These effects are frequently examined with foundation species in temperate ecosystems, who structure ecosystems by modulating and stabilizing resources and ecosystem processes. The emphasis on foundation species allows researchers to focus on the likely most important players in a system without becoming overwhelmed by the complexity of all the genetically variable interactions occurring at the same time. However, unique effects of plant genotypes have also been found with non-foundation species, and can occur in tropical, boreal and alpine systems.
The vision f
Document 3:::
In ecological theory, the Hutchinson's ratio is the ratio of the size differences between similar species when they are living together as compared to when they are isolated. It is named after G. Evelyn Hutchinson who concluded that various key attributes in species varied according to the ratio of 1:1.1 to 1:1.4. The mean ratio 1.3 can be interpreted as the amount of separation necessary to obtain coexistence of species at the same trophic level.
The variation in trophic structures of sympatric congeneric species is presumed to lead to niche differentiation, and allowing coexistence of multiple similar species in the same habitat by the partitioning of food resources. Hutchinson concluded that this size ratio could be used as an indicator of the kind of difference necessary to permit two species to co-occur in different niches but at the same level of the food web. The rule's legitimacy has been questioned, as other categories of objects also exhibit size ratios of roughly 1.3.
Studies done on interspecific competition and niche changes in Tits (Parus spp.) show that when there are multiple species in the same community there is an expected change in foraging when they are of similar size (size ratio 1-1.2). There was no change found among the less similar species. In this paper this was strong evidence for niche differentiation for interspecific competition, and would also be a good argument for Hutchinson's rule.
The simplest and perhaps the most effective way to differentiate the ecological niches of coexisting species is their morphological differentiation (in particular, size differentiation).
Hutchinson showed that the average body size ratio in species of the same genus that belong to the same community and use the same resource is about 1.3 (from 1.1 to 1.4) and the respective body weight ratio is 2. This empirical pattern tells us that this rule does not apply to all organisms and ecological situations. And, therefore, it would be of particular
Document 4:::
Conservation is the maintenance of biological diversity. Conservation can focus on preserving diversity at genetic, species, community or whole ecosystem levels. This article will examine conservation at the species level, because mutualisms involve interactions between species. The ultimate goal of conservation at this level is to prevent the extinction of species. However, species conservation has the broader aim of maintaining the abundance and distribution of all species, not only those threatened with extinction (van Dyke 2008). Determining the value of conserving particular species can be done through the use of evolutionary significant units, which essentially attempt to prioritise the conservation of the species which are rarest, fastest declining, and most distinct genotypically and phenotypically (Moritz 1994, Fraser and Bernatchez 2001).
Mutualisms can be defined as "interspecific interactions in which each of two partner species receives a net benefit" (Bronstein et al. 2004). Here net benefit is defined as, a short-term increase in inclusive fitness (IF). Incorporating the concept of genetic relatedness (through IF) is essential because many mutualisms involve the eusocial insects, where the majority of individuals are not reproductively active. The short-term component is chosen because it is operationally useful, even though the role of long-term adaptation is not considered (de Mazancourt et al. 2005). This definition of mutualism should be suffice for this article, although it neglects discussion of the many subtitles of IF theory applied to mutualisms, and the difficulties of examining short-term compared to long-term benefits, which are discussed in Foster and Wenselneers (2006) and de Mazancourt et al. (2005) respectively. Mutualisms can be broadly divided into two categories. Firstly, obligate mutualism, where two mutualistic partners are completely interdependent for survival and reproduction. Secondly, facultative mutualism, where two mutuali
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Two species that share what cannot coexist in a community?
A. color
B. language
C. same niche
D. mood
Answer:
|
|
sciq-1160
|
multiple_choice
|
A light bulb converts electrical energy to light and what?
|
[
"thermal energy",
"visible energy",
"kinetic energy",
"chemical energy"
] |
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:::
Electrical energy is energy related to forces on electrically-charged particles and the movement of those particles (often electrons in wires, but not always). This energy is supplied by the combination of current and electric potential (often referred to as voltage because electric potential is measured in volts) that is delivered by a circuit (e.g., provided by an electric power utility). Motion (current) is not required; for example, if there is a voltage difference in combination with charged particles, such as static electricity or a charged capacitor, the moving electrical energy is typically converted to another form of energy (e.g., thermal, motion, sound, light, radio waves, etc.).
Electrical energy is usually sold by the kilowatt hour (1 kW·h = 3.6 MJ) which is the product of the power in kilowatts multiplied by running time in hours. Electric utilities measure energy using an electricity meter, which keeps a running total of the electric energy delivered to a customer.
Electric heating is an example of converting electrical energy into another form of energy, heat. The simplest and most common type of electric heater uses electrical resistance to convert the energy. There are other ways to use electrical energy. In computers for example, tiny amounts of electrical energy are rapidly moving into, out of, and through millions of transistors, where the energy is both moving (current through a transistor) and non-moving (electric charge on the gate of a transistor which controls the current going through).
Electricity generation
Electricity generation is the process of generating electrical energy from other forms of energy.
The fundamental principle of electricity generation was discovered during the 1820s and early 1830s by the British scientist Michael Faraday. His basic method is still used today: electric current is generated by the movement of a loop of wire, or disc of copper between the poles of a magnet.
For electrical utilities, it is th
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A light fixture (US English), light fitting (UK English), lamp, or luminaire is an electrical device containing an electrical component called a lamp that provides illumination. All light fixtures have a fixture body and one or more lamps. The lamps may be in sockets for easy replacement—or, in the case of some LED fixtures, hard-wired in place.
Fixtures may also have a switch to control the light, either attached to the lamp body or attached to the power cable. Permanent light fixtures, such as dining room chandeliers, may have no switch on the fixture itself, but rely on a wall switch.
Fixtures require an electrical connection to a power source, typically AC mains power, but some run on battery power for camping or emergency lights. Permanent lighting fixtures are directly wired. Movable lamps have a plug and cord that plugs into a wall socket.
Light fixtures may also have other features, such as reflectors for directing the light, an aperture (with or without a lens), an outer shell or housing for lamp alignment and protection, an electrical ballast or power supply, and a shade to diffuse the light or direct it towards a workspace (e.g., a desk lamp). A wide variety of special light fixtures are created for use in the automotive lighting industry, aerospace, marine and medicine sectors.
Portable light fixtures are often called lamps, as in table lamp or desk lamp. In technical terminology, the lamp is the light source, which, in casual terminology, is called the light bulb. Both the International Electrotechnical Commission (IEC) and the Illuminating Engineering Society (IES) recommend the term luminaire for technical use.
History
Fixture manufacturing began soon after production of the incandescent light bulb. When practical uses of fluorescent lighting were realized after 1924, the three leading companies to produce various fixtures were Lightolier, Artcraft Fluorescent Lighting Corporation, and Globe Lighting in the United States.
Fixture types
Light f
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Electro-optical sensors are electronic detectors that convert light, or a change in light, into an electronic signal. These sensors are able to detect electromagnetic radiation from the infrared up to the ultraviolet wavelengths. They are used in many industrial and consumer applications, for example:
Lamps that turn on automatically in response to darkness
Position sensors that activate when an object interrupts a light beam
Flash detection, to synchronize one photographic flash to another
Photoelectric sensors that detect the distance, absence, or presence of an object
Function
An optical sensor converts light rays into electronic signals. It measures the physical quantity of light and then translates it into a form that is readable by an instrument. An optical sensor is generally part of a larger system that integrates a source of light, a measuring device and the optical sensor. This is often connected to an electrical trigger. The trigger reacts to a change in the signal within the light sensor. An optical sensor can measure the changes from one or several light beams. When a change occurs, the light sensor operates as a photoelectric trigger and therefore either increases or decreases the electrical output.
An optical switch enables signals in optical fibres or integrated optical circuits to be switched selectively from one circuit to another. An optical switch can operate by mechanical means or by electro-optic effects, magneto-optic effects as well as by other methods.
Types of optical sensors and switches
There are many different kinds of optical sensors, the most common types are:
Photoconductive devices convert a change of incident light into a change of resistance.
Photovoltaics, commonly known as solar cells, convert an amount of incident light into an output voltage.
Photodiodes convert an amount of incident light into an output current.
Phototransistors are a type of bipolar transistor where the base-collector junction is exposed to light
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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.
A light bulb converts electrical energy to light and what?
A. thermal energy
B. visible energy
C. kinetic energy
D. chemical energy
Answer:
|
|
sciq-7362
|
multiple_choice
|
Reproduction in prokaryotic cells is by what process of growth, enlargement and division?
|
[
"mitosis",
"budding",
"binary fission",
"photosynthesis"
] |
C
|
Relavent Documents:
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Cell proliferation is the process by which a cell grows and divides to produce two daughter cells. Cell proliferation leads to an exponential increase in cell number and is therefore a rapid mechanism of tissue growth. Cell proliferation requires both cell growth and cell division to occur at the same time, such that the average size of cells remains constant in the population. Cell division can occur without cell growth, producing many progressively smaller cells (as in cleavage of the zygote), while cell growth can occur without cell division to produce a single larger cell (as in growth of neurons). Thus, cell proliferation is not synonymous with either cell growth or cell division, despite these terms sometimes being used interchangeably.
Stem cells undergo cell proliferation to produce proliferating "transit amplifying" daughter cells that later differentiate to construct tissues during normal development and tissue growth, during tissue regeneration after damage, or in cancer.
The total number of cells in a population is determined by the rate of cell proliferation minus the rate of cell death.
Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves balanced cell growth and cell division rates that maintain a roughly constant cell size in the exponentially proliferating population of cells. Cell proliferation occurs by combining cell growth with regular "G1-S-M-G2" cell cycles to produce many diploid cell progeny.
In single-celled organisms, cell proliferation is largely responsive to the availability of nutrients in the environment (or laboratory growth medium).
In multicellular organisms, the process of cell proliferation is tightly controlled by gene regulatory networks encoded in the genome and executed mainly
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Cell growth refers to an increase in the total mass of a cell, including both cytoplasmic, nuclear and organelle volume. Cell growth occurs when the overall rate of cellular biosynthesis (production of biomolecules or anabolism) is greater than the overall rate of cellular degradation (the destruction of biomolecules via the proteasome, lysosome or autophagy, or catabolism).
Cell growth is not to be confused with cell division or the cell cycle, which are distinct processes that can occur alongside cell growth during the process of cell proliferation, where a cell, known as the mother cell, grows and divides to produce two daughter cells. Importantly, cell growth and cell division can also occur independently of one another. During early embryonic development (cleavage of the zygote to form a morula and blastoderm), cell divisions occur repeatedly without cell growth. Conversely, some cells can grow without cell division or without any progression of the cell cycle, such as growth of neurons during axonal pathfinding in nervous system development.
In multicellular organisms, tissue growth rarely occurs solely through cell growth without cell division, but most often occurs through cell proliferation. This is because a single cell with only one copy of the genome in the cell nucleus can perform biosynthesis and thus undergo cell growth at only half the rate of two cells. Hence, two cells grow (accumulate mass) at twice the rate of a single cell, and four cells grow at 4-times the rate of a single cell. This principle leads to an exponential increase of tissue growth rate (mass accumulation) during cell proliferation, owing to the exponential increase in cell number.
Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves bala
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Biological processes are those processes that are vital for an organism to live, and that shape its capacities for interacting with its environment. Biological processes are made of many chemical reactions or other events that are involved in the persistence and transformation of life forms. Metabolism and homeostasis are examples.
Biological processes within an organism can also work as bioindicators. Scientists are able to look at an individual's biological processes to monitor the effects of environmental changes.
Regulation of biological processes occurs when any process is modulated in its frequency, rate or extent. Biological processes are regulated by many means; examples include the control of gene expression, protein modification or interaction with a protein or substrate molecule.
Homeostasis: regulation of the internal environment to maintain a constant state; for example, sweating to reduce temperature
Organization: being structurally composed of one or more cells – the basic units of life
Metabolism: transformation of energy by converting chemicals and energy into cellular components (anabolism) and decomposing organic matter (catabolism). Living things require energy to maintain internal organization (homeostasis) and to produce the other phenomena associated with life.
Growth: maintenance of a higher rate of anabolism than catabolism. A growing organism increases in size in all of its parts, rather than simply accumulating matter.
Response to stimuli: a response can take many forms, from the contraction of a unicellular organism to external chemicals, to complex reactions involving all the senses of multicellular organisms. A response is often expressed by motion; for example, the leaves of a plant turning toward the sun (phototropism), and chemotaxis.
Reproduction: the ability to produce new individual organisms, either asexually from a single parent organism or sexually from two parent organisms.
Interaction between organisms. the processes
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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
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This glossary of developmental biology is a list of definitions of terms and concepts commonly used in the study of developmental biology and related disciplines in biology, including embryology and reproductive biology, primarily as they pertain to vertebrate animals and particularly to humans and other mammals. The developmental biology of invertebrates, plants, fungi, and other organisms is treated in other articles; e.g. terms relating to the reproduction and development of insects are listed in Glossary of entomology, and those relating to plants are listed in Glossary of botany.
This glossary is intended as introductory material for novices; for more specific and technical detail, see the article corresponding to each term. Additional terms relevant to vertebrate reproduction and development may also be found in Glossary of biology, Glossary of cell biology, Glossary of genetics, and Glossary of evolutionary biology.
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
See also
Introduction to developmental biology
Outline of developmental biology
Outline of cell biology
Glossary of biology
Glossary of cell biology
Glossary of genetics
Glossary of evolutionary biology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Reproduction in prokaryotic cells is by what process of growth, enlargement and division?
A. mitosis
B. budding
C. binary fission
D. photosynthesis
Answer:
|
|
sciq-6475
|
multiple_choice
|
Getting the same result when an experiment is repeated is called what?
|
[
"mutation",
"repetition",
"initiation",
"replication"
] |
D
|
Relavent Documents:
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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
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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
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Computerized adaptive testing (CAT) is a form of computer-based test that adapts to the examinee's ability level. For this reason, it has also been called tailored testing. In other words, it is a form of computer-administered test in which the next item or set of items selected to be administered depends on the correctness of the test taker's responses to the most recent items administered.
How it works
CAT successively selects questions for the purpose of maximizing the precision of the exam based on what is known about the examinee from previous questions. From the examinee's perspective, the difficulty of the exam seems to tailor itself to their level of ability. For example, if an examinee performs well on an item of intermediate difficulty, they will then be presented with a more difficult question. Or, if they performed poorly, they would be presented with a simpler question. Compared to static tests that nearly everyone has experienced, with a fixed set of items administered to all examinees, computer-adaptive tests require fewer test items to arrive at equally accurate scores.
The basic computer-adaptive testing method is an iterative algorithm with the following steps:
The pool of available items is searched for the optimal item, based on the current estimate of the examinee's ability
The chosen item is presented to the examinee, who then answers it correctly or incorrectly
The ability estimate is updated, based on all prior answers
Steps 1–3 are repeated until a termination criterion is met
Nothing is known about the examinee prior to the administration of the first item, so the algorithm is generally started by selecting an item of medium, or medium-easy, difficulty as the first item.
As a result of adaptive administration, different examinees receive quite different tests. Although examinees are typically administered different tests, their ability scores are comparable to one another (i.e., as if they had received the same test, as is common
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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.
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The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Getting the same result when an experiment is repeated is called what?
A. mutation
B. repetition
C. initiation
D. replication
Answer:
|
|
sciq-3733
|
multiple_choice
|
Community interactions are important factors in what?
|
[
"natural process",
"natural resources",
"natural selection",
"natural change"
] |
C
|
Relavent Documents:
Document 0:::
A biophysical environment is a biotic and abiotic surrounding of an organism or population, and consequently includes the factors that have an influence in their survival, development, and evolution. A biophysical environment can vary in scale from microscopic to global in extent. It can also be subdivided according to its attributes. Examples include the marine environment, the atmospheric environment and the terrestrial environment. The number of biophysical environments is countless, given that each living organism has its own environment.
The term environment can refer to a singular global environment in relation to humanity, or a local biophysical environment, e.g. the UK's Environment Agency.
Life-environment interaction
All life that has survived must have adapted to the conditions of its environment. Temperature, light, humidity, soil nutrients, etc., all influence the species within an environment. However, life in turn modifies, in various forms, its conditions. Some long-term modifications along the history of the planet have been significant, such as the incorporation of oxygen to the atmosphere. This process consisted of the breakdown of carbon dioxide by anaerobic microorganisms that used the carbon in their metabolism and released the oxygen to the atmosphere. This led to the existence of oxygen-based plant and animal life, the great oxygenation event.
Related studies
Environmental science is the study of the interactions within the biophysical environment. Part of this scientific discipline is the investigation of the effect of human activity on the environment.
Ecology, a sub-discipline of biology and a part of environmental sciences, is often mistaken as a study of human-induced effects on the environment.
Environmental studies is a broader academic discipline that is the systematic study of the interaction of humans with their environment. It is a broad field of study that includes:
The natural environment
Built environments
Social envi
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In ecology, a community is a group or association of populations of two or more different species occupying the same geographical area at the same time, also known as a biocoenosis, biotic community, biological community, ecological community, or life assemblage. The term community has a variety of uses. In its simplest form it refers to groups of organisms in a specific place or time, for example, "the fish community of Lake Ontario before industrialization".
Community ecology or synecology is the study of the interactions between species in communities on many spatial and temporal scales, including the distribution, structure, abundance, demography, and interactions between coexisting populations. The primary focus of community ecology is on the interactions between populations as determined by specific genotypic and phenotypic characteristics. It is important to understand the origin, maintenance, and consequences of species diversity when evaluating community ecology.
Community ecology also takes into account abiotic factors that influence species distributions or interactions (e.g. annual temperature or soil pH). For example, the plant communities inhabiting deserts are very different from those found in tropical rainforests due to differences in annual precipitation. Humans can also affect community structure through habitat disturbance, such as the introduction of invasive species.
On a deeper level the meaning and value of the community concept in ecology is up for debate. Communities have traditionally been understood on a fine scale in terms of local processes constructing (or destructing) an assemblage of species, such as the way climate change is likely to affect the make-up of grass communities. Recently this local community focus has been criticized. Robert Ricklefs, a professor of biology at the University of Missouri and author of Disintegration of the Ecological Community, has argued that it is more useful to think of communities on a regional sc
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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
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Ecological competence is a term that has several different meanings that are dependent on the context it is used. The term "Ecological competence" can be used in a microbial sense, and it can be used in a sociological sense.
Microbiology
Ecological competence is the ability of an organism, often a pathogen, to survive and compete in new habitats. In the case of plant pathogens, it is also their ability to survive between growing seasons. For example, peanut clump virus can survive in the spores of its fungal vector until a new growing season begins and it can proceed to infect its primary host again. If a pathogen does not have ecological competence it is likely to become extinct. Bacteria and other pathogens can increase their ecological competence by creating a micro-niche, or a highly specialized environment that only they can survive in. This in turn will increase plasmid stability. Increased plasmid stability leads to a higher ecological competence due to added spatial organization and regulated cell protection.
Sociology
Ecological competence in a sociological sense is based around the relationship that humans have formed with the environment. It is often important in certain careers that will have a drastic impact on the surrounding ecosystem. A specific example is engineers working around and planning mining operations, due to the possible negative effects it can have on the surrounding environment. Ecological competence is especially important at the managerial level so that managers may understand society's risk to nature. These risks are learned through specific ecological knowledge so that the environment can be better protected in the future.
See also
Cultural ecology
Environmental education
Sustainable development
Ecological relationship
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Ecological units, comprise concepts such as population, community, and ecosystem as the basic units, which are at the basis of ecological theory and research, as well as a focus point of many conservation strategies. The concept of ecological units continues to suffer from inconsistencies and confusion over its terminology. Analyses of the existing concepts used in describing ecological units have determined that they differ in respects to four major criteria:
The questions as to whether they are defined statistically or via a network of interactions,
If their boundaries are drawn by topographical or process-related criteria,
How high the required internal relationships are,
And if they are perceived as "real" entities or abstractions by an observer.
A population is considered to be the smallest ecological unit, consisting of a group of individuals that belong to the same species. A community would be the next classification, referring to all of the population present in an area at a specific time, followed by an ecosystem, referring to the community and it's interactions with its physical environment. An ecosystem is the most commonly used ecological unit and can be universally defined by two common traits:
The unit is often defined in terms of a natural border (maritime boundary, watersheds, etc.)
Abiotic components and organisms within the unit are considered to be interlinked.
See also
Biogeographic realm
Ecoregion
Ecotope
Holobiont
Functional ecology
Behavior settings
Regional geology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Community interactions are important factors in what?
A. natural process
B. natural resources
C. natural selection
D. natural change
Answer:
|
|
sciq-3651
|
multiple_choice
|
The hepatitis virus attacks only cells of what organ?
|
[
"liver",
"brain",
"kidney",
"lungs"
] |
A
|
Relavent Documents:
Document 0:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
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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
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Harbin Veterinary Research Institute (HVRI) is a Chinese biological research institute located in Harbin, China. It is under the supervision of the Chinese Academy of Agricultural Sciences (CAAS).
HVRI was created in 1948 and is the first veterinary medicine research institute in China.
In 2013 the HVRI has come to the public attention due to the controversies surrounding its research on H5N1 and H1N1 viruses.
In 2018, the Institute put the country's second biosafety level-4 (BSL-4) lab, and the first for large animals, into operation.
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The transmission of hepadnaviruses between their natural hosts, humans, non-human primates, and birds, including intra-species host transmission and cross-species transmission, is a topic of study in virology.
Hepadnaviruses are a family of viruses that can cause liver infections in humans and animals. They are Group VII viruses that possess double-stranded DNA genomes and replicate using reverse transcriptase. This unique replication strategy, combined with their extremely small genomes and a very narrow host and tissue tropism, has distinguished them enough to be classified in the family Hepadnaviridae. There are two recognized genera:
Orthohepadnavirus, type species: hepatitis B virus (HBV)
Avihepadnavirus, type species: duck hepatitis B virus (DHBV)
Structure
With the example of human HBV: the particular feature of the HBV structure is the presence of three different forms in the plasma of infected patients:
Dane particle (diameter ≈ 42 nm): the complete virion, which is infectious and consists of an enveloped icosahedral nucleocapsid containing the viral genome, consisting of core protein and protecting the partially double-stranded DNA genome, bounding with DNA polymerase. The capsid is enveloped by a lipid bilayer that contains three forms of envelope proteins: small (S) proteins, intermediated (M) proteins, and large (L) proteins, and these proteins have different surface antigenes domains which contribute the viral infectivity: L protein (Pre S1, Pre S2, S), M protein (Pre S2, S), S protein (S). In figure 1, showing the simplified structure of HBV particles.
Subviral sphere particles (diameter ≈ 22 nm), these smaller, non-infectious and are the most abundant particle in the blood of an infected one. They are assumed to have the ability of absorbing virus-neutralizing antibodies to facilitate the virus spread and maintenance in the host.
Filaments (diameter ≈ 22 nm, length: 50 nm-70 nm), which are less known about, but they are actually consisted of
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MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The hepatitis virus attacks only cells of what organ?
A. liver
B. brain
C. kidney
D. lungs
Answer:
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|
sciq-781
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multiple_choice
|
What state occurs when the amount of solute dissolved exceeds the solubility?
|
[
"polymerisation",
"alkalinity",
"supersaturation",
"density"
] |
C
|
Relavent Documents:
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In chemistry, solubility is the ability of a substance, the solute, to form a solution with another substance, the solvent. Insolubility is the opposite property, the inability of the solute to form such a solution.
The extent of the solubility of a substance in a specific solvent is generally measured as the concentration of the solute in a saturated solution, one in which no more solute can be dissolved. At this point, the two substances are said to be at the solubility equilibrium. For some solutes and solvents, there may be no such limit, in which case the two substances are said to be "miscible in all proportions" (or just "miscible").
The solute can be a solid, a liquid, or a gas, while the solvent is usually solid or liquid. Both may be pure substances, or may themselves be solutions. Gases are always miscible in all proportions, except in very extreme situations, and a solid or liquid can be "dissolved" in a gas only by passing into the gaseous state first.
The solubility mainly depends on the composition of solute and solvent (including their pH and the presence of other dissolved substances) as well as on temperature and pressure. The dependency can often be explained in terms of interactions between the particles (atoms, molecules, or ions) of the two substances, and of thermodynamic concepts such as enthalpy and entropy.
Under certain conditions, the concentration of the solute can exceed its usual solubility limit. The result is a supersaturated solution, which is metastable and will rapidly exclude the excess solute if a suitable nucleation site appears.
The concept of solubility does not apply when there is an irreversible chemical reaction between the two substances, such as the reaction of calcium hydroxide with hydrochloric acid; even though one might say, informally, that one "dissolved" the other. The solubility is also not the same as the rate of solution, which is how fast a solid solute dissolves in a liquid solvent. This property de
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In physical chemistry, supersaturation occurs with a solution when the concentration of a solute exceeds the concentration specified by the value of solubility at equilibrium. Most commonly the term is applied to a solution of a solid in a liquid, but it can also be applied to liquids and gases dissolved in a liquid. A supersaturated solution is in a metastable state; it may return to equilibrium by separation of the excess of solute from the solution, by dilution of the solution by adding solvent, or by increasing the solubility of the solute in the solvent.
History
Early studies of the phenomenon were conducted with sodium sulfate, also known as Glauber's Salt because, unusually, the solubility of this salt in water may decrease with increasing temperature. Early studies have been summarised by Tomlinson. It was shown that the crystallization of a supersaturated solution does not simply come from its agitation, (the previous belief) but from solid matter entering and acting as a "starting" site for crystals to form, now called "seeds". Expanding upon this, Gay-Lussac brought attention to the kinematics of salt ions and the characteristics of the container having an impact on the supersaturation state. He was also able to expand upon the number of salts with which a supersaturated solution can be obtained. Later Henri Löwel came to the conclusion that both nuclei of the solution and the walls of the container have a catalyzing effect on the solution that cause crystallization. Explaining and providing a model for this phenomenon has been a task taken on by more recent research. Désiré Gernez contributed to this research by discovering that nuclei must be of the same salt that is being crystallized in order to promote crystallization.
Occurrence and examples
Solid precipitate, liquid solvent
A solution of a chemical compound in a liquid will become supersaturated when the temperature of the saturated solution is changed. In most cases solubility decreases wit
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Sorption is a physical and chemical process by which one substance becomes attached to another. Specific cases of sorption are treated in the following articles:
Absorption "the incorporation of a substance in one state into another of a different state" (e.g., liquids being absorbed by a solid or gases being absorbed by a liquid);
Adsorption The physical adherence or bonding of ions and molecules onto the surface of another phase (e.g., reagents adsorbed to a solid catalyst surface);
Ion exchange An exchange of ions between two electrolytes or between an electrolyte solution and a complex.
The reverse of sorption is desorption.
Sorption rate
The adsorption and absorption rate of a diluted solute in gas or liquid solution to a surface or interface can be calculated using Fick's laws of diffusion.
See also
Sorption isotherm
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In chemistry, deposition occurs when molecules settle out of a solution.
Deposition can be viewed as a reverse process to dissolution or particle re-entrainment.
See also
Atomic layer deposition
Chemical vapor deposition
Deposition (physics)
Fouling
Physical vapor deposition
Thin-film deposition
Fused filament fabrication
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In chemistry, absorption is a physical or chemical phenomenon or a process in which atoms, molecules or ions enter some bulk phase – liquid or solid material. This is a different process from adsorption, since molecules undergoing absorption are taken up by the volume, not by the surface (as in the case for adsorption).
A more common definition is that "Absorption is a chemical or physical phenomenon in which the molecules, atoms and ions of the substance getting absorbed enter into the bulk phase (gas, liquid or solid) of the material in which it is taken up."
A more general term is sorption, which covers absorption, adsorption, and ion exchange. Absorption is a condition in which something takes in another substance.
In many processes important in technology, the chemical absorption is used in place of the physical process, e.g., absorption of carbon dioxide by sodium hydroxide – such acid-base processes do not follow the Nernst partition law (see: solubility).
For some examples of this effect, see liquid-liquid extraction. It is possible to extract a solute from one liquid phase to another without a chemical reaction. Examples of such solutes are noble gases and osmium tetroxide.
The process of absorption means that a substance captures and transforms energy. The absorbent distributes the material it captures throughout whole and adsorbent only distributes it through the surface.
The process of gas or liquid which penetrate into the body of adsorbent is commonly known as absorption.
Equation
If absorption is a physical process not accompanied by any other physical or chemical process, it usually follows the Nernst distribution law:
"the ratio of concentrations of some solute species in two bulk phases when it is equilibrium and in contact is constant for a given solute and bulk phases":
The value of constant KN depends on temperature and is called partition coefficient. This equation is valid if concentrations are not too large and if the species "x"
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What state occurs when the amount of solute dissolved exceeds the solubility?
A. polymerisation
B. alkalinity
C. supersaturation
D. density
Answer:
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ai2_arc-817
|
multiple_choice
|
Researchers recently discovered a gene in humans that previously was unknown to science. Which statement best explains why the gene probably was not discovered much sooner?
|
[
"The gene only recently evolved in humans.",
"The technology used to study genes is still being developed.",
"Scientists were not interested in genes until a few years ago.",
"Scientists were sure they had already discovered every possible gene."
] |
B
|
Relavent Documents:
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The Personal Genetics Education Project (pgEd) aims to engage and inform a worldwide audience about the benefits of knowing one's genome as well as the ethical, legal and social issues (ELSI) and dimensions of personal genetics. pgEd was founded in 2006, is housed in the Department of Genetics at Harvard Medical School and is directed by Ting Wu, a professor in that department. It employs a variety of strategies for reaching general audiences, including generating online curricular materials, leading discussions in classrooms, workshops, and conferences, developing a mobile educational game (Map-Ed), holding an annual conference geared toward accelerating awareness (GETed), and working with the world of entertainment to improve accuracy and outreach.
Online curricular materials and professional development for teachers
pgEd develops tools for teachers and general audiences that examine the potential benefits and risks of personalized genome analysis. These include freely accessible, interactive lesson plans that tackle issues such as genetic testing of minors, reproductive genetics, complex human traits and genetics, and the history of eugenics. pgEd also engages educators at conferences as well as organizes professional development workshops. All of pgEd's materials are freely available online.
Map-Ed, a mobile quiz
In 2013, pgEd created a mobile educational quiz called Map-Ed. Map-Ed invites players to work their way through five questions that address key concepts in genetics and then pin themselves on a world map. Within weeks of its launch, Map-Ed gained over 1,000 pins around the world, spanning across all 7 continents. Translations and new maps linked to questions on topics broadly related to genetics are in development.
GETed conference
pgEd hosts the annual GETed conference, a meeting that brings together experts from across the United States and beyond in education, research, health, entertainment, and policy to develop strategies for acceleratin
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In genomics, the postgenomic era (or post-genomic era) refers to the time period from after the completion of the Human Genome Project to the present day. The name refers to the fact that the genetic epistemology of contemporary science has progressed beyond the gene-centered view of the earlier genomic era. It is defined by the widespread availability of both the human genome sequence and of the complete genomes of many reference organisms.
The postgenomic era is characterized by a paradigm shift in which new genetic research has upended many dogmas about the way in which genes influence phenotypes, and the way in which the term "gene" itself is defined. This has included a new conceptualization of genes as being constituted during "genome expression", and the creation of the discipline of functional genomics to analyze genomic data and convert it to useful information. It has also seen major changes in the way scientific research is conducted and its results publicized, with open science initiatives allowing knowledge creation to occur well outside the traditional environment of the laboratory. This has led to extensive debate about whether the best way to conduct genomic research is at a small or large scale.
Soon after the HGP's results were initially announced in 2000, researchers predicted that these results would lead to individualized treatment and more accurate testing for human diseases. More recently, researchers have suggested that the way in which human diseases are classified needs to be updated in light of the results of the HGP.
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Medical biology is a field of biology that has practical applications in medicine, health care and laboratory diagnostics. It includes many biomedical disciplines and areas of specialty that typically contains the "bio-" prefix such as:
molecular biology, biochemistry, biophysics, biotechnology, cell biology, embryology,
nanobiotechnology, biological engineering, laboratory medical biology,
cytogenetics, genetics, gene therapy,
bioinformatics, biostatistics, systems biology,
microbiology, virology, parasitology,
physiology, pathology,
toxicology, and many others that generally concern life sciences as applied to medicine.
Medical biology is the cornerstone of modern health care and laboratory diagnostics. It concerned a wide range of scientific and technological approaches: from an in vitro diagnostics to the in vitro fertilisation, from the molecular mechanisms of a cystic fibrosis to the population dynamics of the HIV, from the understanding molecular interactions to the study of the carcinogenesis, from a single-nucleotide polymorphism (SNP) to the gene therapy.
Medical biology based on molecular biology combines all issues of developing molecular medicine into large-scale structural and functional relationships of the human genome, transcriptome, proteome and metabolome with the particular point of view of devising new technologies for prediction, diagnosis and therapy.
See also
External links
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Human Heredity is a peer-reviewed scientific journal covering all aspects of human genetics. It was established in 1948 as Acta Genetica et Statistica Medica, obtaining its current name in 1969. It is published eight times per year by Karger Publishers and the editor-in-chief is Pak Sham (University of Hong Kong). According to the Journal Citation Reports, the journal has a 2017 impact factor of 0.542.
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The Department of Genetics is a department of the University of Cambridge that conducts research and teaching in genetics.
Research
, the department has 83 researchers over 27 research groups, studying functional genomics, systems biology, developmental biology, cell biology, epigenetic inheritance, microbial genetics and evolution and population genetics.
Notable academic staff
Anne Ferguson-Smith , Arthur Balfour Professor of Genetics, Head of the Department
Richard Durbin FRS, Honorary Professor of Computational genomics, Senior Group Leader at the Wellcome Trust Sanger Institute
Julie Ahringer FMedSci, Professor of Genetics and Genomics, Wellcome Trust Senior Research Fellow, and Director of the Gurdon Institute
David Glover FRS FRSE, Wellcome Investigator in the Department of Genetics, formerly Balfour Professor of Genetics
, the department also has 50-65 graduate students and about 30 Part II Tripos undergraduate students.
Emeritus and alumni
Notable alumni of the department include:
Reginald Punnett , inventor of the Punnett Square
Michael Ashburner , gene ontologist and co-founder of the European Bioinformatics Institute (EBI)
Ronald Fisher, statistical geneticist, who has been described as “a genius who almost single-handedly created the foundations for modern statistical science”.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Researchers recently discovered a gene in humans that previously was unknown to science. Which statement best explains why the gene probably was not discovered much sooner?
A. The gene only recently evolved in humans.
B. The technology used to study genes is still being developed.
C. Scientists were not interested in genes until a few years ago.
D. Scientists were sure they had already discovered every possible gene.
Answer:
|
|
sciq-1868
|
multiple_choice
|
What kind of reproduction results in offspring that are generally all genetically different?
|
[
"sexual",
"individual",
"perceptual",
"asexual"
] |
A
|
Relavent Documents:
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In biology, offspring are the young creation of living organisms, produced either by a single organism or, in the case of sexual reproduction, two organisms. Collective offspring may be known as a brood or progeny in a more general way. This can refer to a set of simultaneous offspring, such as the chicks hatched from one clutch of eggs, or to all the offspring, as with the honeybee.
Human offspring (descendants) are referred to as children (without reference to age, thus one can refer to a parent's "minor children" or "adult children" or "infant children" or "teenage children" depending on their age); male children are sons and female children are daughters (see kinship). Offspring can occur after mating or after artificial insemination.
Overview
Offspring contains many parts and properties that are precise and accurate in what they consist of, and what they define. As the offspring of a new species, also known as a child or f1 generation, consist of genes of the father and the mother, which is also known as the parent generation. Each of these offspring contains numerous genes which have coding for specific tasks and properties. Males and females both contribute equally to the genotypes of their offspring, in which gametes fuse and form. An important aspect of the formation of the parent offspring is the chromosome, which is a structure of DNA which contains many genes.
To focus more on the offspring and how it results in the formation of the f1 generation, is an inheritance called sex linkage, which is a gene located on the sex chromosome, and patterns of this inheritance differ in both male and female. The explanation that proves the theory of the offspring having genes from both parent generations is proven through a process called crossing over, which consists of taking genes from the male chromosomes and genes from the female chromosome, resulting in a process of meiosis occurring, and leading to the splitting of the chromosomes evenly. Depending on which
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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
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Sexual characteristics are physical traits of an organism (typically of a sexually dimorphic organism) which are indicative of or resultant from biological sexual factors. These include both primary sex characteristics, such as gonads, and secondary sex characteristics.
Humans
In humans, sex organs or primary sexual characteristics, which are those a person is born with, can be distinguished from secondary sex characteristics, which develop later in life, usually during puberty. The development of both is controlled by sex hormones produced by the body after the initial fetal stage where the presence or absence of the Y-chromosome and/or the SRY gene determine development.
Male primary sex characteristics are the penis, the scrotum and the ability to ejaculate when matured. Female primary sex characteristics are the vagina, uterus, fallopian tubes, clitoris, cervix, and the ability to give birth and menstruate when matured.
Hormones that express sexual differentiation in humans include:
estrogens
progesterone
androgens such as testosterone
The following table lists the typical sexual characteristics in humans (even though some of these can also appear in other animals as well):
Other organisms
In invertebrates and plants, hermaphrodites (which have both male and female reproductive organs either at the same time or during their life cycle) are common, and in many cases, the norm.
In other varieties of multicellular life (e.g. the fungi division, Basidiomycota) sexual characteristics can be much more complex, and may involve many more than two sexes. For details on the sexual characteristics of fungi, see: Hypha and Plasmogamy.
Secondary sex characteristics in non-human animals include manes of male lions, long tail feathers of male peafowl, the tusks of male narwhals, enlarged proboscises in male elephant seals and proboscis monkeys, the bright facial and rump coloration of male mandrills, and horns in many goats and antelopes.
See also
Mammalian gesta
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Sperm heteromorphism is the simultaneous production of two or more distinguishable types of sperm by a single male. The sperm types might differ in size, shape and/or chromosome complement. Sperm heteromorphism is also called sperm polymorphism or sperm dimorphism (for species with two sperm types). Typically, only one sperm type is capable of fertilizing eggs. Fertile types have been called "eusperm" or "eupyrene sperm" and infertile types "parasperm" or "apyrene sperm".
One interpretation of sperm polymorphism is the "kamikaze sperm" hypothesis (Baker and Bellis, 1988), which has been widely discredited in humans. The kamikaze sperm hypothesis states that the polymorphism of sperm is due to a subdivision of sperm into different functional groups. There are those that defend the egg from fertilization by other male sperm, and those that fertilize the egg. However, there is no evidence that the polymorphism of human sperm is for the purpose of antagonizing rival sperm.
Distribution
Sperm heteromorphism is known from several different groups of animals.
Insects
Lepidoptera (i.e. butterflies and moths): Almost all known species produce two sperm types. The fertilizing type has a longer tail and contains a nucleus. The other type is shorter and lacks a nucleus, meaning it contains no genetic information at all.
Drosophila (fruit-flies): the D. obscura group of species in the genus Drosophila is sperm heteromorphic. As with the Lepidoptera, there is a long, fertile type and a short, infertile type. However, the infertile type has a nucleus with a normal, haploid chromosome complement. It is not known why the shorter sperm are infertile, though it has been suggested that the slightly wider head of the infertile type might prevent it from entering the micropyle of the egg.
Diosidae (stalk-eyed flies): several species have a long, fertile type and a shorter infertile type.
Carabidae (ground beetles): some species produce large, infertile sperm that may contain up to 10
Document 4:::
In biology and genetics, the germline is the population of a multicellular organism's cells that pass on their genetic material to the progeny (offspring). In other words, they are the cells that form the egg, sperm and the fertilised egg. They are usually differentiated to perform this function and segregated in a specific place away from other bodily cells.
As a rule, this passing-on happens via a process of sexual reproduction; typically it is a process that includes systematic changes to the genetic material, changes that arise during recombination, meiosis and fertilization for example. However, there are many exceptions across multicellular organisms, including processes and concepts such as various forms of apomixis, autogamy, automixis, cloning or parthenogenesis. The cells of the germline are called germ cells. For example, gametes such as a sperm and an egg are germ cells. So are the cells that divide to produce gametes, called gametocytes, the cells that produce those, called gametogonia, and all the way back to the zygote, the cell from which an individual develops.
In sexually reproducing organisms, cells that are not in the germline are called somatic cells. According to this view, mutations, recombinations and other genetic changes in the germline may be passed to offspring, but a change in a somatic cell will not be. This need not apply to somatically reproducing organisms, such as some Porifera and many plants. For example, many varieties of citrus, plants in the Rosaceae and some in the Asteraceae, such as Taraxacum, produce seeds apomictically when somatic diploid cells displace the ovule or early embryo.
In an earlier stage of genetic thinking, there was a clear distinction between germline and somatic cells. For example, August Weismann proposed and pointed out, a germline cell is immortal in the sense that it is part of a lineage that has reproduced indefinitely since the beginning of life and, barring accident, could continue doing so indef
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of reproduction results in offspring that are generally all genetically different?
A. sexual
B. individual
C. perceptual
D. asexual
Answer:
|
|
sciq-8273
|
multiple_choice
|
Light is produced when charged particles do what, frequently in the form of oscillating?
|
[
"increase",
"accelerate",
"decelerate",
"offset"
] |
B
|
Relavent Documents:
Document 0:::
Applied physics is the application of physics to solve scientific or engineering problems. It is usually considered a bridge or a connection between physics and engineering.
"Applied" is distinguished from "pure" by a subtle combination of factors, such as the motivation and attitude of researchers and the nature of the relationship to the technology or science that may be affected by the work. Applied physics is rooted in the fundamental truths and basic concepts of the physical sciences but is concerned with the utilization of scientific principles in practical devices and systems and with the application of physics in other areas of science and high technology.
Examples of research and development areas
Accelerator physics
Acoustics
Atmospheric physics
Biophysics
Brain–computer interfacing
Chemistry
Chemical physics
Differentiable programming
Artificial intelligence
Scientific computing
Engineering physics
Chemical engineering
Electrical engineering
Electronics
Sensors
Transistors
Materials science and engineering
Metamaterials
Nanotechnology
Semiconductors
Thin films
Mechanical engineering
Aerospace engineering
Astrodynamics
Electromagnetic propulsion
Fluid mechanics
Military engineering
Lidar
Radar
Sonar
Stealth technology
Nuclear engineering
Fission reactors
Fusion reactors
Optical engineering
Photonics
Cavity optomechanics
Lasers
Photonic crystals
Geophysics
Materials physics
Medical physics
Health physics
Radiation dosimetry
Medical imaging
Magnetic resonance imaging
Radiation therapy
Microscopy
Scanning probe microscopy
Atomic force microscopy
Scanning tunneling microscopy
Scanning electron microscopy
Transmission electron microscopy
Nuclear physics
Fission
Fusion
Optical physics
Nonlinear optics
Quantum optics
Plasma physics
Quantum technology
Quantum computing
Quantum cryptography
Renewable energy
Space physics
Spectroscopy
See also
Applied science
Applied mathematics
Engineering
Engineering Physics
High Technology
Document 1:::
Electron optics is a mathematical framework for the calculation of electron trajectories in the presence of electromagnetic fields. The term optics is used because magnetic and electrostatic lenses act upon a charged particle beam similarly to optical lenses upon a light beam.
Electron optics calculations are crucial for the design of electron microscopes and particle accelerators. In the paraxial approximation, trajectory calculations can be carried out using ray transfer matrix analysis.
Electron properties
Electrons are charged particles (point charges with rest mass) with spin 1/2 (hence they are fermions). Electrons can be accelerated by suitable electric (or magnetic) fields, thereby acquiring kinetic energy. Given sufficient voltage, the electron can be accelerated sufficiently fast to exhibit measurable relativistic effects. According to wave particle duality, electrons can also be considered as matter waves with properties such as wavelength, phase and amplitude.
Geometric electron optics
The Hamilton's optico-mechanical analogy shows that electron beams can be modeled using concepts and mathematical formula of light beams. The electron particle trajectory formula matches the formula for geometrical optics with a suitable electron-optical index of refraction. This index of refraction functions like the material properties of glass in altering the direction ray propagation. In light optics, the refractive index changes abruptly at a surface between regions of constant index: the rays are controlled with the shape of the interface. In the electron-optics, the index varies throughout space and is controlled by electromagnetic fields created outside the electron trajectories.
Magnetic fields
Electrons interact with magnetic fields according to the second term of the Lorentz force: a cross product between the magnetic field and the electron velocity. In an infinite uniform field this results in a circular motion of the electron around the field directi
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The study of electromagnetism in higher education, as a fundamental part of both physics and engineering, is typically accompanied by textbooks devoted to the subject. The American Physical Society and the American Association of Physics Teachers recommend a full year of graduate study in electromagnetism for all physics graduate students. A joint task force by those organizations in 2006 found that in 76 of the 80 US physics departments surveyed, a course using John David Jackson's Classical Electrodynamics was required for all first year graduate students. For undergraduates, there are several widely used textbooks, including David Griffiths' Introduction to Electrodynamics and Electricity and Magnetism by Edward Mills Purcell and D. J. Morin. Also at an undergraduate level, Richard Feynman's classic The Feynman Lectures on Physics is available online to read for free.
Undergraduate
There are several widely used undergraduate textbooks in electromagnetism, including David Griffiths' Introduction to Electrodynamics as well as Electricity and Magnetism by Edward Mills Purcell and D. J. Morin. The Feynman Lectures on Physics also include a volume on electromagnetism that is available to read online for free, through the California Institute of Technology. In addition, there are popular physics textbooks that include electricity and magnetism among the material they cover, such as David Halliday and Robert Resnick's Fundamentals of Physics.
Graduate
A 2006 report by a joint taskforce between the American Physical Society and the American Association of Physics Teachers found that 76 of the 80 physics departments surveyed require a first-year graduate course in John David Jackson's Classical Electrodynamics. This made Jackson's book the most popular textbook in any field of graduate-level physics, with Herbert Goldstein's Classical Mechanics as the second most popular with adoption at 48 universities. In a 2015 review of Andrew Zangwill's Modern Electrodynamics in
Document 3:::
In strong-field laser physics, ponderomotive energy is the cycle-averaged quiver energy of a free electron in an electromagnetic field.
Equation
The ponderomotive energy is given by
,
where is the electron charge, is the linearly polarised electric field amplitude, is the laser carrier frequency and is the electron mass.
In terms of the laser intensity , using , it reads less simply:
,
where is the vacuum permittivity.
For typical orders of magnitudes involved in laser physics, this becomes:
,
where the laser wavelength is , and is the speed of light. The units are electronvolts (eV), watts (W), centimeters (cm) and micrometers (μm).
Atomic units
In atomic units, , , where . If one uses the atomic unit of electric field, then the ponderomotive energy is just
Derivation
The formula for the ponderomotive energy can be easily derived. A free particle of charge
interacts with an electric field . The force on the charged particle is
.
The acceleration of the particle is
.
Because the electron executes harmonic motion, the particle's position is
.
For a particle experiencing harmonic motion, the time-averaged energy is
.
In laser physics, this is called the ponderomotive energy .
See also
Ponderomotive force
Electric constant
Harmonic generation
List of laser articles
Document 4:::
A synchrotron light source is a source of electromagnetic radiation (EM) usually produced by a storage ring, for scientific and technical purposes. First observed in synchrotrons, synchrotron light is now produced by storage rings and other specialized particle accelerators, typically accelerating electrons. Once the high-energy electron beam has been generated, it is directed into auxiliary components such as bending magnets and insertion devices (undulators or wigglers) in storage rings and free electron lasers.
These supply the strong magnetic fields perpendicular to the beam that are needed to stimulate the high energy electrons to emit photons.
The major applications of synchrotron light are in condensed matter physics, materials science, biology and medicine. A large fraction of experiments using synchrotron light involve probing the structure of matter from the sub-nanometer level of electronic structure to the micrometer and millimeter levels important in medical imaging. An example of a practical industrial application is the manufacturing of microstructures by the LIGA process.
Synchrotron is one of the most expensive kinds of light source known, but it is practically the only viable luminous source of wide-band radiation in far infrared wavelength range for some applications, such as far-infrared absorption spectrometry.
Spectral brightness
The primary figure of merit used to compare different sources of synchrotron radiation has been referred to as the "brightness", the "brilliance", and the "spectral brightness," with the latter term being recommended as the best choice by the Working Group on Synchrotron Nomenclature. Regardless of the name chosen, the term is a measure of the total flux of photons in a given six-dimensional phase space per unit bandwidth (BW).
The spectral brightness is given by:
where is the photons per second of the beam, and are the root mean square values for the size of the beam in the axes perpendicular to the beam
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Light is produced when charged particles do what, frequently in the form of oscillating?
A. increase
B. accelerate
C. decelerate
D. offset
Answer:
|
|
sciq-1212
|
multiple_choice
|
Why is blue cheese blue?
|
[
"artificial dye",
"bacteria",
"fungus",
"fermentation"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
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:::
Enzyme-modified cheese (EMC) is a concentrated cheese flavour ingredient that is produced from cheese (or its upstream ingredients) by treatment with enzymes such as proteases (not including the usual rennet), lipases and esterases. These enzymes accelerate and intensify the ripening of cheese, which is normally done with enzymes released by an microbial culture. They may be added to during cheesemaking, after the cheese curds have been pressed, or even after the cheese has been naturally aged. EMCs were first made in the 1970s.
Uses
EMCs are used in powder or paste forms. They are generlly added to foods at dosages of around 0.1-2% (up to 5%) to provide a cheesy flavour. They are usually 10-30 times as intense in flavour as natural cheeses, but have a different (much exaggerated) taste profile from the parent cheese. EMCs are used in processed cheese, cheese powders, cheese spreads, and salad dressings.
EMC in dry powder form typically have a longer shelf-life than paste EMC. They can also be used in more applications and are thus more popular as of 2021.
Flavors
A number of EMC flavors are available via manipulation of the parent cheese, enzyme mixtures, or aging times. By 1986, flavors include mild, medium, and sharp Cheddar, as well as Colby, Swiss, Provolone, Romano, Mozzarella, Parmesan, and Brick. These flavors are developed by analyzing the flavoring compounds, such as amino acids and fatty acids, of the target cheese. Flavors have become even more diverse by the 2020s.
The flavor of an EMC depends on the curds and the enzyme composition. A cheddar-type EMC derives most of its lactate and acetate from the natural cheddar curd it is based on. Varying the amount of proteases and lipases tune the amount of background notes (amino acids, peptides) relative to sharp fatty acid flavors. Swiss cheese additionally require propionates, which comes from glycolysis.
Production
EMCs are produced by thorough mixing of the source ingredients with enzymes and/or
Document 4:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Why is blue cheese blue?
A. artificial dye
B. bacteria
C. fungus
D. fermentation
Answer:
|
|
sciq-9299
|
multiple_choice
|
Which protein, that stores oxygen in muscle cells, has been purified from a number of organisms?
|
[
"iodine",
"melanin",
"potassium",
"myoglobin"
] |
D
|
Relavent Documents:
Document 0:::
Myoglobin (symbol Mb or MB) is an iron- and oxygen-binding protein found in the cardiac and skeletal muscle tissue of vertebrates in general and in almost all mammals. Myoglobin is distantly related to hemoglobin. Compared to hemoglobin, myoglobin has a higher affinity for oxygen and does not have cooperative binding with oxygen like hemoglobin does. Myoglobin consists of non-polar amino acids at the core of the globulin, where the heme group is non-covalently bounded with the surrounding polypeptide of myoglobin. In humans, myoglobin is only found in the bloodstream after muscle injury.
High concentrations of myoglobin in muscle cells allow organisms to hold their breath for a longer period of time. Diving mammals such as whales and seals have muscles with particularly high abundance of myoglobin. Myoglobin is found in Type I muscle, Type II A, and Type II B; although many texts consider myoglobin not to be found in smooth muscle, this has proved erroneous: there is also myoglobin in smooth muscle cells.
Myoglobin was the first protein to have its three-dimensional structure revealed by X-ray crystallography. This achievement was reported in 1958 by John Kendrew and associates. For this discovery, Kendrew shared the 1962 Nobel Prize in chemistry with Max Perutz. Despite being one of the most studied proteins in biology, its physiological function is not yet conclusively established: mice genetically engineered to lack myoglobin can be viable and fertile, but show many cellular and physiological adaptations to overcome the loss. Through observing these changes in myoglobin-depleted mice, it is hypothesised that myoglobin function relates to increased oxygen transport to muscle, and to oxygen storage; as well, it serves as a scavenger of reactive oxygen species.
In humans, myoglobin is encoded by the MB gene.
Myoglobin can take the forms oxymyoglobin (MbO2), carboxymyoglobin (MbCO), and metmyoglobin (met-Mb), analogously to hemoglobin taking the forms oxyhemogl
Document 1:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 2:::
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 3:::
This list of biochemistry awards is an index to articles on notable awards for contributions to biochemistry, the study of chemical processes within and relating to living organisms. The list gives the country of the organization that gives the award, but the award may not be limited to people from that country.
Awards
See also
Lists of awards
Lists of science and technology awards
List of biology awards
List of chemistry awards
Document 4:::
Blood is a body fluid in the circulatory system of humans and other vertebrates that delivers necessary substances such as nutrients and oxygen to the cells, and transports metabolic waste products away from those same cells. Blood in the circulatory system is also known as peripheral blood, and the blood cells it carries, peripheral blood cells.
Blood is composed of blood cells suspended in blood plasma. Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves. Albumin is the main protein in plasma, and it functions to regulate the colloidal osmotic pressure of blood. The blood cells are mainly red blood cells (also called RBCs or erythrocytes), white blood cells (also called WBCs or leukocytes), and in mammals platelets (also called thrombocytes). The most abundant cells in vertebrate blood are red blood cells. These contain hemoglobin, an iron-containing protein, which facilitates oxygen transport by reversibly binding to this respiratory gas thereby increasing its solubility in blood. In contrast, carbon dioxide is mostly transported extracellularly as bicarbonate ion transported in plasma.
Vertebrate blood is bright red when its hemoglobin is oxygenated and dark red when it is deoxygenated.
Some animals, such as crustaceans and mollusks, use hemocyanin to carry oxygen, instead of hemoglobin. Insects and some mollusks use a fluid called hemolymph instead of blood, the difference being that hemolymph is not contained in a closed circulatory system. In most insects, this "blood" does not contain oxygen-carrying molecules such as hemoglobin because their bodies are small enough for their tracheal system to suffice for supplying oxygen.
Jawed vertebrates have an adaptive immune system, based largely on white blood cells. White blood cells help to resist infections and parasite
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which protein, that stores oxygen in muscle cells, has been purified from a number of organisms?
A. iodine
B. melanin
C. potassium
D. myoglobin
Answer:
|
|
sciq-1907
|
multiple_choice
|
Duckweed and cattails serve what role in the food chain in freshwater biomes?
|
[
"primary producer",
"secondary consumer",
"primary consumer",
"tertiary consumer"
] |
A
|
Relavent Documents:
Document 0:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 1:::
Energy, nutrients, and contaminants derived from aquatic ecosystems and transferred to terrestrial ecosystems are termed aquatic-terrestrial subsidies or, more simply, aquatic subsidies. Common examples of aquatic subsidies include organisms that move across habitat boundaries and deposit their nutrients as they decompose in terrestrial habitats or are consumed by terrestrial predators, such as spiders, lizards, birds, and bats. Aquatic insects that develop within streams and lakes before emerging as winged adults and moving to terrestrial habitats contribute to aquatic subsidies. Fish removed from aquatic ecosystems by terrestrial predators are another important example. Conversely, the flow of energy and nutrients from terrestrial ecosystems to aquatic ecosystems are considered terrestrial subsidies; both aquatic subsidies and terrestrial subsidies are types of cross-boundary subsidies. Energy and nutrients are derived from outside the ecosystem where they are ultimately consumed.
Allochthonous describes resources and energy derived from another ecosystem; aquatic-terrestrial subsidies are examples of allochthonous resources. Autochthonous resources are produced by plants or algae within the local ecosystem Allochthonous resources, including aquatic-terrestrial subsidies, can subsidize predator populations and increase predator impacts on prey populations, sometimes initiating trophic cascades. Nutritional quality of autochthonous and allochthonous resources influences their use by animals and other consumers, even when they are readily available.
Resource subsidies
Resource subsidies, in forms of nutrients, matter, or organisms, describe movements of essential resources across habitat boundaries to animals or other consumers. These inputs of resources can influence individual growth, species abundance and diversity, community structure, secondary productivity and food web dynamics. Allochthonous resources are defined as originating outside of the ecosystem wh
Document 2:::
This glossary of biology terms is a list of definitions of fundamental terms and concepts used in biology, the study of life and of living organisms. It is intended as introductory material for novices; for more specific and technical definitions from sub-disciplines and related fields, see Glossary of cell biology, Glossary of genetics, Glossary of evolutionary biology, Glossary of ecology, Glossary of environmental science and Glossary of scientific naming, or any of the organism-specific glossaries in :Category:Glossaries of biology.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
R
S
T
U
V
W
X
Y
Z
Related to this search
Index of biology articles
Outline of biology
Glossaries of sub-disciplines and related fields:
Glossary of botany
Glossary of ecology
Glossary of entomology
Glossary of environmental science
Glossary of genetics
Glossary of ichthyology
Glossary of ornithology
Glossary of scientific naming
Glossary of speciation
Glossary of virology
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:::
Ecosystem ecology is the integrated study of living (biotic) and non-living (abiotic) components of ecosystems and their interactions within an ecosystem framework. This science examines how ecosystems work and relates this to their components such as chemicals, bedrock, soil, plants, and animals.
Ecosystem ecology examines physical and biological structures and examines how these ecosystem characteristics interact with each other. Ultimately, this helps us understand how to maintain high quality water and economically viable commodity production. A major focus of ecosystem ecology is on functional processes, ecological mechanisms that maintain the structure and services produced by ecosystems. These include primary productivity (production of biomass), decomposition, and trophic interactions.
Studies of ecosystem function have greatly improved human understanding of sustainable production of forage, fiber, fuel, and provision of water. Functional processes are mediated by regional-to-local level climate, disturbance, and management. Thus ecosystem ecology provides a powerful framework for identifying ecological mechanisms that interact with global environmental problems, especially global warming and degradation of surface water.
This example demonstrates several important aspects of ecosystems:
Ecosystem boundaries are often nebulous and may fluctuate in time
Organisms within ecosystems are dependent on ecosystem level biological and physical processes
Adjacent ecosystems closely interact and often are interdependent for maintenance of community structure and functional processes that maintain productivity and biodiversity
These characteristics also introduce practical problems into natural resource management. Who will manage which ecosystem? Will timber cutting in the forest degrade recreational fishing in the stream? These questions are difficult for land managers to address while the boundary between ecosystems remains unclear; even though decisions in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Duckweed and cattails serve what role in the food chain in freshwater biomes?
A. primary producer
B. secondary consumer
C. primary consumer
D. tertiary consumer
Answer:
|
|
ai2_arc-920
|
multiple_choice
|
Which fact is a benefit of airplanes?
|
[
"Airplanes are hard to fly.",
"Airplanes cost a lot of money.",
"Airplanes can travel very quickly.",
"Airplanes take off from the airport."
] |
C
|
Relavent Documents:
Document 0:::
Aeronautics is the science or art involved with the study, design, and manufacturing of air flight–capable machines, and the techniques of operating aircraft and rockets within the atmosphere. The British Royal Aeronautical Society identifies the aspects of "aeronautical Art, Science and Engineering" and "The profession of Aeronautics (which expression includes Astronautics)."
While the term originally referred solely to operating the aircraft, it has since been expanded to include technology, business, and other aspects related to aircraft.
The term "aviation" is sometimes used interchangeably with aeronautics, although "aeronautics" includes lighter-than-air craft such as airships, and includes ballistic vehicles while "aviation" technically does not.
A significant part of aeronautical science is a branch of dynamics called aerodynamics, which deals with the motion of air and the way that it interacts with objects in motion, such as an aircraft.
History
Early ideas
Attempts to fly without any real aeronautical understanding have been made from the earliest times, typically by constructing wings and jumping from a tower with crippling or lethal results.
Wiser investigators sought to gain some rational understanding through the study of bird flight. Medieval Islamic Golden Age scientists such as Abbas ibn Firnas also made such studies. The founders of modern aeronautics, Leonardo da Vinci in the Renaissance and Cayley in 1799, both began their investigations with studies of bird flight.
Man-carrying kites are believed to have been used extensively in ancient China. In 1282 the Italian explorer Marco Polo described the Chinese techniques then current. The Chinese also constructed small hot air balloons, or lanterns, and rotary-wing toys.
An early European to provide any scientific discussion of flight was Roger Bacon, who described principles of operation for the lighter-than-air balloon and the flapping-wing ornithopter, which he envisaged would be constru
Document 1:::
The following outline is provided as an overview of and topical guide to the aerospace field:
Aerospace – comprises the atmosphere of Earth and surrounding space. Typically the term is used to refer to the aerospace industry, which researches, designs, manufactures, operates, and maintains vehicles moving through air and space. The aerospace field is diverse, with a multitude of commercial, industrial, and military applications.
Essence of aerospace
Aerospace
Aircraft
Atmosphere
Geocentric orbit
Space
Spacecraft
Aerospace industries and applications
Air transport
Aerospace manufacturing
Space exploration
Subdisciplines of the aerospace field
General aviation
Aeronautics
Astronautics
Aerospace engineering
Aerospace organizations
Space agencies
NASA
ESA
Canadian Space Agency
Indian Space Research Organization
Russian Federal Space Agency (RKA)
China National Space Administration
Iranian Space Agency
German Aerospace Center
United Kingdom Space Agency
Aerospace companies
Aerospace manufacturers
Airbus
Boeing
Bombardier Aerospace
Embraer
Lockheed Martin
Northrop Grumman
Air transport companies
Lists of airlines
Aerospace schools
List of aerospace engineering schools
History of aerospace
History of aerospace
Timeline of aviation
Timeline of space exploration
Discovery and exploration of the Solar System
Timeline of Solar System exploration
Wright brothers, Kittyhawk, Wright Glider
Vergeltungswaffe
V-1 flying bomb
V-2 rocket
List of V-2 test launches
List of V-2 launches in the United States
Project Vanguard
Sputnik, Sputnik crisis
Space race
Operation Paperclip
List of communications satellite firsts
Apollo program
List of Proton launches
List of Thor and Delta launches
List of R-7 launches
List of Falcon 1 launches
List of NRO Launches
List of Atlas launches
List of Long March launches
List of Black Brant launches
List of Titan launches
List of Ariane launches
List of GPS satellite launches
Skylab
Document 2:::
Seletar Aerospace Park is an industrial park in Singapore catering to the aerospace industries. Located in Seletar, the plan to develop 140 hectares of land adjacent to Seletar Airport will further strengthen Singapore's position as an aviation hub. The development of the new aerospace park is geared towards delivering additional space for industry expansion, and complement existing aerospace activities at Changi North and Loyang.
Seletar Aerospace Park will host an integrated cluster of activities such as aerospace maintenance, repair and overhaul (MRO); design and manufacturing of aerospace systems and components; business and general aviation activities, and an aviation campus for the training of pilots, aviation professionals and technical personnel.
History
In May 2006, the Singapore Government together with the Economic Development Board (EDB) and JTC Corporation unveiled the plan of a new aerospace park. Decision was made when Singapore's aerospace industry has seen soaring growth potential and also a strong demand for aviation-related services. JTC Corporation was asked to carry out the master-planning and infrastructure improvements for Seletar Aerospace Park, in consultation with other government agencies. The development of the new aerospace hub is expected to take care of the industry's land needs for at least 10 years.
A master plan for Seletar Aerospace Park was announced by JTC Corporation on 26 June 2007. The Seletar Airport was upgraded to support the park, including lengthening the airport's runway and upgrading of avionics systems to allow access for bigger aircraft. Aerospace design and manufacturing companies and training schools were given additional space with new roads and infrastructure.
The development of the park would cost more than S$60 million and done in phases. The park is expected to create 10,000 jobs, predominantly skilled and technical positions and double the output of aerospace sector, from 2006's recordof S$6.3 billion.
E
Document 3:::
Above and Beyond: The Encyclopedia of Aviation and Space Sciences was the first-ever attempt at creating an encyclopedia of all matters related to the history, technology and aims of the aerospace industry as it existed in the late 1960s. Published in 1967 by New Horizons Publishers, Inc., of Chicago, this fourteen-volume collection was aimed primarily at teens and young adults.
Encyclopedias of science
Children's encyclopedias
Aerospace
American encyclopedias
1967 non-fiction books
Document 4:::
An aerospace manufacturer is a company or individual involved in the various aspects of designing, building, testing, selling, and maintaining aircraft, aircraft parts, missiles, rockets, or spacecraft. Aerospace is a high technology industry.
The aircraft industry is the industry supporting aviation by building aircraft and manufacturing aircraft parts for their maintenance. This includes aircraft and parts used for civil aviation and military aviation. Most production is done pursuant to type certificates and Defense Standards issued by a government body. This term has been largely subsumed by the more encompassing term: "aerospace industry".
Market
In 2015 the aircraft production was worth US$180.3 Billion: 61% airliners, 14% business and general aviation, 12% military aircraft, 10% military rotary wing and 3% civil rotary wing; while their MRO was worth $135.1 Bn or $ Bn combined.
The global aerospace industry was worth $838 billion in 2017: aircraft & engine OEMs represented 28% ($ Bn), civil & military MRO & upgrades 27% ($ Bn), aircraft systems & component manufacturing 26% ($ Bn), satellites & space 7% ($ Bn), missiles & UAVs 5% ($ Bn) and other activity, including flight simulators, defense electronics, public research accounted for 7% ($ Bn).
The countries with the largest industry were led by the United States with $408.4 Bn (%), followed by France with $69 Bn (%), then China with $61.2 Bn (%), the United Kingdom with $48.8 Bn (%), Germany with $46.2 Bn (%), Russia with $27.1 Bn (%), Canada with $24 Bn (%), Japan with $21 Bn (%), Spain with $14 Bn (%) and India with $11Bn (%). The top 10 countries represent $731 Bn or % of the whole industry.
In 2018, the new commercial aircraft value is projected for $270.4 billion while business aircraft will amount for $18 billion and civil helicopters for $4 billion.
Largest aerospace companies
Geography
In September 2018, PwC ranked aerospace manufacturing attractiveness: the most attractive country was th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which fact is a benefit of airplanes?
A. Airplanes are hard to fly.
B. Airplanes cost a lot of money.
C. Airplanes can travel very quickly.
D. Airplanes take off from the airport.
Answer:
|
|
sciq-2936
|
multiple_choice
|
Loss of energy is the reason that what typically has few levels?
|
[
"food chain",
"the atmosphere",
"humans",
"video games"
] |
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:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 2:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 3:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 4:::
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.
Loss of energy is the reason that what typically has few levels?
A. food chain
B. the atmosphere
C. humans
D. video games
Answer:
|
|
sciq-11114
|
multiple_choice
|
What type of invertebrates are jellyfish and corals known as?
|
[
"cnidarians",
"sponges",
"cephalopods",
"nautilus"
] |
A
|
Relavent Documents:
Document 0:::
A cnidariologist is a zoologist specializing in Cnidaria, a group of freshwater and marine aquatic animals that include the sea anemones, corals, and jellyfish.
Examples
Edward Thomas Browne (1866-1937)
Henry Bryant Bigelow (1879-1967)
Randolph Kirkpatrick (1863–1950)
Kamakichi Kishinouye (1867-1929)
Paul Lassenius Kramp (1887-1975)
Alfred G. Mayer (1868-1922)
See also
Document 1:::
Gelatinous zooplankton are fragile animals that live in the water column in the ocean. Their delicate bodies have no hard parts and are easily damaged or destroyed. Gelatinous zooplankton are often transparent. All jellyfish are gelatinous zooplankton, but not all gelatinous zooplankton are jellyfish. The most commonly encountered organisms include ctenophores, medusae, salps, and Chaetognatha in coastal waters. However, almost all marine phyla, including Annelida, Mollusca and Arthropoda, contain gelatinous species, but many of those odd species live in the open ocean and the deep sea and are less available to the casual ocean observer. Many gelatinous plankters utilize mucous structures in order to filter feed. Gelatinous zooplankton have also been called Gelata.
As prey
Jellyfish are slow swimmers, and most species form part of the plankton. Traditionally jellyfish have been viewed as trophic dead ends, minor players in the marine food web, gelatinous organisms with a body plan largely based on water that offers little nutritional value or interest for other organisms apart from a few specialised predators such as the ocean sunfish and the leatherback sea turtle. That view has recently been challenged. Jellyfish, and more gelatinous zooplankton in general, which include salps and ctenophores, are very diverse, fragile with no hard parts, difficult to see and monitor, subject to rapid population swings and often live inconveniently far from shore or deep in the ocean. It is difficult for scientists to detect and analyse jellyfish in the guts of predators, since they turn to mush when eaten and are rapidly digested. But jellyfish bloom in vast numbers, and it has been shown they form major components in the diets of tuna, spearfish and swordfish as well as various birds and invertebrates such as octopus, sea cucumbers, crabs and amphipods. "Despite their low energy density, the contribution of jellyfish to the energy budgets of predators may be much greater than
Document 2:::
Shellfish is a colloquial and fisheries term for exoskeleton-bearing aquatic invertebrates used as food, including various species of molluscs, crustaceans, and echinoderms. Although most kinds of shellfish are harvested from saltwater environments, some are found in freshwater. In addition, a few species of land crabs are eaten, for example Cardisoma guanhumi in the Caribbean. Shellfish are among the most common food allergens.
Despite the name, shellfish are not fish. Most shellfish are low on the food chain and eat a diet composed primarily of phytoplankton and zooplankton. Many varieties of shellfish, and crustaceans in particular, are actually closely related to insects and arachnids; crustaceans make up one of the main subphyla of the phylum Arthropoda. Molluscs include cephalopods (squids, octopuses, cuttlefish) and bivalves (clams, oysters), as well as gastropods (aquatic species such as whelks and winkles; land species such as snails and slugs).
Molluscs used as a food source by humans include many species of clams, mussels, oysters, winkles, and scallops. Some crustaceans that are commonly eaten are shrimp, lobsters, crayfish, crabs and barnacles. Echinoderms are not as frequently harvested for food as molluscs and crustaceans; however, sea urchin gonads are quite popular in many parts of the world, where the live delicacy is harder to transport.
Though some shellfish harvesting has been unsustainable, and shrimp farming has been destructive in some parts of the world, shellfish farming can be important to environmental restoration, by developing reefs, filtering water and eating biomass.
Terminology
The term "shellfish" is used both broadly and specifically. In common parlance, as in "having shellfish for dinner", it can refer to anything from clams and oysters to lobster and shrimp. For regulatory purposes it is often narrowly defined as filter-feeding molluscs such as clams, mussels, and oyster to the exclusion of crustaceans and all else.
Althoug
Document 3:::
Invertebrate zoology is the subdiscipline of zoology that consists of the study of invertebrates, animals without a backbone (a structure which is found only in fish, amphibians, reptiles, birds and mammals).
Invertebrates are a vast and very diverse group of animals that includes sponges, echinoderms, tunicates, numerous different phyla of worms, molluscs, arthropods and many additional phyla. Single-celled organisms or protists are usually not included within the same group as invertebrates.
Subdivisions
Invertebrates represent 97% of all named animal species, and because of that fact, this subdivision of zoology has many further
subdivisions, including but not limited to:
Arthropodology - the study of arthropods, which includes
Arachnology - the study of spiders and other arachnids
Entomology - the study of insects
Carcinology - the study of crustaceans
Myriapodology - the study of centipedes, millipedes, and other myriapods
Cnidariology - the study of Cnidaria
Helminthology - the study of parasitic worms.
Malacology - the study of mollusks, which includes
Conchology - the study of Mollusk shells.
Limacology - the study of slugs.
Teuthology - the study of cephalopods.
Invertebrate paleontology - the study of fossil invertebrates
These divisions are sometimes further divided into more specific specialties. For example, within arachnology, acarology is the study of mites and ticks; within entomology, lepidoptery is the study of butterflies and moths, myrmecology is the study of ants and so on. Marine invertebrates are all those invertebrates that exist in marine habitats.
History
Early Modern Era
In the early modern period starting in the late 16th century, invertebrate zoology saw growth in the number of publications made and improvement in the experimental practices associated with the field. (Insects are one of the most diverse groups of organisms on Earth. They play important roles in ecosystems, including pollination, natural enemies, saprophytes, and
Document 4:::
Pseudoplanktonic organisms are those that attach themselves to planktonic organisms or other floating objects, such as drifting wood, buoyant shells of organisms such as Spirula, or man-made flotsam. Examples include goose barnacles and the bryozoan Jellyella. By themselves these animals cannot float, which contrasts them with true planktonic organisms, such as Velella and the Portuguese Man o' War, which are buoyant. Pseudoplankton are often found in the guts of filtering zooplankters.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of invertebrates are jellyfish and corals known as?
A. cnidarians
B. sponges
C. cephalopods
D. nautilus
Answer:
|
|
sciq-3117
|
multiple_choice
|
What secures teeth in the mouth?
|
[
"socket",
"plug",
"muscles",
"cartilage"
] |
A
|
Relavent Documents:
Document 0:::
Many different terms have been proposed for features of the tooth crown in mammals.
The structures within the molars receive different names according to their position and morphology. This nomenclature was developed by Henry Fairfield Osborn in 1907 and is, although with many variations, the one that continues today.
Document 1:::
Human teeth function to mechanically break down items of food by cutting and crushing them in preparation for swallowing and digesting. As such, they are considered part of the human digestive system. Humans have four types of teeth: incisors, canines, premolars, and molars, which each have a specific function. The incisors cut the food, the canines tear the food and the molars and premolars crush the food. The roots of teeth are embedded in the maxilla (upper jaw) or the mandible (lower jaw) and are covered by gums. Teeth are made of multiple tissues of varying density and hardness.
Humans, like most other mammals, are diphyodont, meaning that they develop two sets of teeth. The first set, deciduous teeth, also called "primary teeth", "baby teeth", or "milk teeth", normally eventually contains 20 teeth. Primary teeth typically start to appear ("erupt") around six months of age and this may be distracting and/or painful for the infant. However, some babies are born with one or more visible teeth, known as neonatal teeth or "natal teeth".
Anatomy
Dental anatomy is a field of anatomy dedicated to the study of tooth structure. The development, appearance, and classification of teeth fall within its field of study, though dental occlusion, or contact between teeth, does not. Dental anatomy is also a taxonomic science as it is concerned with the naming of teeth and their structures. This information serves a practical purpose for dentists, enabling them to easily identify and describe teeth and structures during treatment.
The anatomic crown of a tooth is the area covered in enamel above the cementoenamel junction (CEJ) or "neck" of the tooth. Most of the crown is composed of dentin ("dentine" in British English) with the pulp chamber inside. The crown is within bone before eruption. After eruption, it is almost always visible. The anatomic root is found below the CEJ and is covered with cementum. As with the crown, dentin composes most of the root, which normally h
Document 2:::
The succedaneous teeth are the permanent teeth that replace the deciduous teeth. Permanent molars are not succedaneous teeth because they do not replace any primary teeth. Succedaneous teeth originate from successional laminae whereas permanent molars originate from the general dental lamina.
Begin to form as early as 24 weeks.
See also
Dental anatomy.
Document 3:::
Dental anatomy is a field of anatomy dedicated to the study of human tooth structures. The development, appearance, and classification of teeth fall within its purview. (The function of teeth as they contact one another falls elsewhere, under dental occlusion.) Tooth formation begins before birth, and the teeth's eventual morphology is dictated during this time. Dental anatomy is also a taxonomical science: it is concerned with the naming of teeth and the structures of which they are made, this information serving a practical purpose in dental treatment.
Usually, there are 20 primary ("baby") teeth and 32 permanent teeth, the last four being third molars or "wisdom teeth", each of which may or may not grow in. Among primary teeth, 10 usually are found in the maxilla (upper jaw) and the other 10 in the mandible (lower jaw). Among permanent teeth, 16 are found in the maxilla and the other 16 in the mandible. Each tooth has specific distinguishing features.
Growing of tooth
Tooth development is the complex process by which teeth form from embryonic cells, grow, and erupt into the mouth. Although many diverse species have teeth, non-human tooth development is largely the same as in humans. For human teeth to have a healthy oral environment, enamel, dentin, cementum, and the periodontium must all develop during appropriate stages of fetal development. Primary (baby) teeth start to form between the sixth and eighth weeks in utero, and permanent teeth begin to form in the twentieth week in utero. If teeth do not start to develop at or near these times, they will not develop at all.
A significant amount of research has focused on determining the processes that initiate tooth development. It is widely accepted that there is a factor within the tissues of the first branchial arch that is necessary for the development of teeth. The tooth bud (sometimes called the tooth germ) is an aggregation of cells that eventually forms a tooth and is organized into three parts: th
Document 4:::
Adhesive dentistry is a branch of dentistry which deals with adhesion or bonding to the natural substance of teeth, enamel and dentin. It studies the nature and strength of adhesion to dental hard tissues, properties of adhesive materials, causes and mechanisms of failure of the bonds, clinical techniques for bonding and newer applications for bonding such as bonding to the soft tissue. There is also direct composite bonding which uses tooth-colored direct dental composites to repair various tooth damages such as cracks or gaps.
Dental bonding is a dental procedure in which a dentist applies a tooth-colored resin material (a durable plastic material) and cures it with visible, blue light. This ultimately "bonds" the material to the tooth and improves the overall appearance of teeth. Tooth bonding techniques have various clinical applications including operative dentistry and preventive dentistry as well as cosmetic and pediatric dentistry, prosthodontics, and orthodontics.
History
Adhesive dentistry began in 1955 with a paper by Dr. Michael Buonocore on the benefits of acid etching. Technologies have changed multiple times since then, with generally recognized generations established in the literature. Dental bonding agents have evolved from no-etch to total-etch (4th- and 5th-generation) to self-etch (6th- and 7th-generation) systems. improved convenience and reduced sensitivity to operator errors. However, the best bonding and longevity was achieved with 4th generation agents (having separate etch, prime, and bond steps).
Irwin Smigel founder and current president of the American Society for Dental Aesthetics and diplomate of the American Board of Aesthetic Dentistry, was one of the first to broaden the usage of bonding by using it to close gaps between teeth, lengthen teeth as well as to re-contour the entire mouth rather than using crowns. Having done more extensive work on the process than any other dentist, Dr. Smigel lectures worldwide on aesthetic dentist
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What secures teeth in the mouth?
A. socket
B. plug
C. muscles
D. cartilage
Answer:
|
|
ai2_arc-501
|
multiple_choice
|
During sexual reproduction, a sperm cell fertilizes an egg cell to form a fertilized egg. The fertilized egg then develops into a new organism. Which statement describes the primary advantage of sexual reproduction over asexual reproduction?
|
[
"Sexual reproduction produces identical offspring.",
"Sexual reproduction results in less adaptable offspring.",
"Sexual reproduction generates a large number of offspring.",
"Sexual reproduction results in genetic variation in offspring."
] |
D
|
Relavent Documents:
Document 0:::
The "Vicar of Bray" hypothesis (or Fisher-Muller Model) attempts to explain why sexual reproduction might have advantages over asexual reproduction. Reproduction is the process by which organisms give rise to offspring. Asexual reproduction involves a single parent and results in offspring that are genetically identical to each other and to the parent.
In contrast to asexual reproduction, sexual reproduction involves two parents. Both the parents produce gametes through meiosis, a special type of cell division that reduces the chromosome number by half. During an early stage of meiosis, before the chromosomes are separated in the two daughter cells, the chromosomes undergo genetic recombination. This allows them to exchange some of their genetic information. Therefore, the gametes from a single organism are all genetically different from each other. The process in which the two gametes from the two parents unite is called fertilization. Half of the genetic information from both parents is combined. This results in offspring that are genetically different from each other and from the parents.
In short, sexual reproduction allows a continuous rearrangement of genes. Therefore, the offspring of a population of sexually reproducing individuals will show a more varied selection of phenotypes. Due to faster attainment of favorable genetic combinations, sexually reproducing populations evolve more rapidly in response to environmental changes. Under the Vicar of Bray hypothesis, sex benefits a population as a whole, but not individuals within it, making it a case of group selection.
Disadvantage of sexual reproduction
Sexual reproduction often takes a lot of effort. Finding a mate can sometimes be an expensive, risky and time consuming process. Courtship, copulation and taking care of the new born offspring may also take up a lot of time and energy. From this point of view, asexual reproduction may seem a lot easier and more efficient. But another important thing to co
Document 1:::
Sexual reproduction is a type of reproduction that involves a complex life cycle in which a gamete (haploid reproductive cells, such as a sperm or egg cell) with a single set of chromosomes combines with another gamete to produce a zygote that develops into an organism composed of cells with two sets of chromosomes (diploid). This is typical in animals, though the number of chromosome sets and how that number changes in sexual reproduction varies, especially among plants, fungi, and other eukaryotes.
Sexual reproduction is the most common life cycle in multicellular eukaryotes, such as animals, fungi and plants. Sexual reproduction also occurs in some unicellular eukaryotes. Sexual reproduction does not occur in prokaryotes, unicellular organisms without cell nuclei, such as bacteria and archaea. However, some processes in bacteria, including bacterial conjugation, transformation and transduction, may be considered analogous to sexual reproduction in that they incorporate new genetic information. Some proteins and other features that are key for sexual reproduction may have arisen in bacteria, but sexual reproduction is believed to have developed in an ancient eukaryotic ancestor.
In eukaryotes, diploid precursor cells divide to produce haploid cells in a process called meiosis. In meiosis, DNA is replicated to produce a total of four copies of each chromosome. This is followed by two cell divisions to generate haploid gametes. After the DNA is replicated in meiosis, the homologous chromosomes pair up so that their DNA sequences are aligned with each other. During this period before cell divisions, genetic information is exchanged between homologous chromosomes in genetic recombination. Homologous chromosomes contain highly similar but not identical information, and by exchanging similar but not identical regions, genetic recombination increases genetic diversity among future generations.
During sexual reproduction, two haploid gametes combine into one diploid ce
Document 2:::
Male (symbol: ♂) is the sex of an organism that produces the gamete (sex cell) known as sperm, which fuses with the larger female gamete, or ovum, in the process of fertilization.
A male organism cannot reproduce sexually without access to at least one ovum from a female, but some organisms can reproduce both sexually and asexually. Most male mammals, including male humans, have a Y chromosome, which codes for the production of larger amounts of testosterone to develop male reproductive organs.
In humans, the word male can also be used to refer to gender, in the social sense of gender role or gender identity. The use of "male" in regard to sex and gender has been subject to discussion.
Overview
The existence of separate sexes has evolved independently at different times and in different lineages, an example of convergent evolution. The repeated pattern is sexual reproduction in isogamous species with two or more mating types with gametes of identical form and behavior (but different at the molecular level) to anisogamous species with gametes of male and female types to oogamous species in which the female gamete is very much larger than the male and has no ability to move. There is a good argument that this pattern was driven by the physical constraints on the mechanisms by which two gametes get together as required for sexual reproduction.
Accordingly, sex is defined across species by the type of gametes produced (i.e.: spermatozoa vs. ova) and differences between males and females in one lineage are not always predictive of differences in another.
Male/female dimorphism between organisms or reproductive organs of different sexes is not limited to animals; male gametes are produced by chytrids, diatoms and land plants, among others. In land plants, female and male designate not only the female and male gamete-producing organisms and structures but also the structures of the sporophytes that give rise to male and female plants.
Evolution
The evolution of ani
Document 3:::
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 4:::
Sexual characteristics are physical traits of an organism (typically of a sexually dimorphic organism) which are indicative of or resultant from biological sexual factors. These include both primary sex characteristics, such as gonads, and secondary sex characteristics.
Humans
In humans, sex organs or primary sexual characteristics, which are those a person is born with, can be distinguished from secondary sex characteristics, which develop later in life, usually during puberty. The development of both is controlled by sex hormones produced by the body after the initial fetal stage where the presence or absence of the Y-chromosome and/or the SRY gene determine development.
Male primary sex characteristics are the penis, the scrotum and the ability to ejaculate when matured. Female primary sex characteristics are the vagina, uterus, fallopian tubes, clitoris, cervix, and the ability to give birth and menstruate when matured.
Hormones that express sexual differentiation in humans include:
estrogens
progesterone
androgens such as testosterone
The following table lists the typical sexual characteristics in humans (even though some of these can also appear in other animals as well):
Other organisms
In invertebrates and plants, hermaphrodites (which have both male and female reproductive organs either at the same time or during their life cycle) are common, and in many cases, the norm.
In other varieties of multicellular life (e.g. the fungi division, Basidiomycota) sexual characteristics can be much more complex, and may involve many more than two sexes. For details on the sexual characteristics of fungi, see: Hypha and Plasmogamy.
Secondary sex characteristics in non-human animals include manes of male lions, long tail feathers of male peafowl, the tusks of male narwhals, enlarged proboscises in male elephant seals and proboscis monkeys, the bright facial and rump coloration of male mandrills, and horns in many goats and antelopes.
See also
Mammalian gesta
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
During sexual reproduction, a sperm cell fertilizes an egg cell to form a fertilized egg. The fertilized egg then develops into a new organism. Which statement describes the primary advantage of sexual reproduction over asexual reproduction?
A. Sexual reproduction produces identical offspring.
B. Sexual reproduction results in less adaptable offspring.
C. Sexual reproduction generates a large number of offspring.
D. Sexual reproduction results in genetic variation in offspring.
Answer:
|
|
sciq-2072
|
multiple_choice
|
What do you call taxes placed on products that produce carbon dioxide?
|
[
"chemical tax",
"emission tax",
"pollution tax",
"carbon taxes"
] |
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:::
Further Mathematics is the title given to a number of advanced secondary mathematics courses. The term "Higher and Further Mathematics", and the term "Advanced Level Mathematics", may also refer to any of several advanced mathematics courses at many institutions.
In the United Kingdom, Further Mathematics describes a course studied in addition to the standard mathematics AS-Level and A-Level courses. In the state of Victoria in Australia, it describes a course delivered as part of the Victorian Certificate of Education (see § Australia (Victoria) for a more detailed explanation). Globally, it describes a course studied in addition to GCE AS-Level and A-Level Mathematics, or one which is delivered as part of the International Baccalaureate Diploma.
In other words, more mathematics can also be referred to as part of advanced mathematics, or advanced level math.
United Kingdom
Background
A qualification in Further Mathematics involves studying both pure and applied modules. Whilst the pure modules (formerly known as Pure 4–6 or Core 4–6, now known as Further Pure 1–3, where 4 exists for the AQA board) build on knowledge from the core mathematics modules, the applied modules may start from first principles.
The structure of the qualification varies between exam boards.
With regard to Mathematics degrees, most universities do not require Further Mathematics, and may incorporate foundation math modules or offer "catch-up" classes covering any additional content. Exceptions are the University of Warwick, the University of Cambridge which requires Further Mathematics to at least AS level; University College London requires or recommends an A2 in Further Maths for its maths courses; Imperial College requires an A in A level Further Maths, while other universities may recommend it or may promise lower offers in return. Some schools and colleges may not offer Further mathematics, but online resources are available
Although the subject has about 60% of its cohort obtainin
Document 2:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 3:::
The SAT Subject Test in Mathematics Level 1 (formerly known as Math I or MathIC (the "C" representing the use of a calculator)) was the name of a one-hour multiple choice test given on algebra, geometry, basic trigonometry, algebraic functions, elementary statistics and basic foundations of calculus 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. Mathematics Level 1 was taken 109,048 times in 2006. The SAT Subject Test in Mathematics Level 2 covered more advanced content.
On January 19, 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Mathematics Level 1. 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
The test had 50 multiple choice questions that were to be answered in one hour. All questions had five answer choices. Students received 1 point for every correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank.
The questions covered a broad range of topics. Approximately 10-14% of questions focused on Numbers and Operations, 38-42% focused on Algebra and functions, 38-42% focused on Geometry (including Euclidean, coordinate, three-dimensional, and trigonometry), and 6-10% focused on Data analysis, Statistics, and probability.
Calculator Use
The College Board stated that a calculator "may be useful or necessary" for about 40-50% of the questions on the test. The College Board also encouraged the use of a graphing calculator over a scientific calculator. It also said that this test was "developed with the
Document 4:::
Additional Mathematics is a qualification in mathematics, commonly taken by students in high-school (or GCSE exam takers in the United Kingdom). It features a range of problems set out in a different format and wider content to the standard Mathematics at the same level.
Additional Mathematics in Singapore
In Singapore, Additional Mathematics is an optional subject offered to pupils in secondary school—specifically those who have an aptitude in Mathematics and are in the Normal (Academic) stream or Express stream. The syllabus covered is more in-depth as compared to Elementary Mathematics, with additional topics including Algebra binomial expansion, proofs in plane geometry, differential calculus and integral calculus. Additional Mathematics is also a prerequisite for students who are intending to offer H2 Mathematics and H2 Further Mathematics at A-level (if they choose to enter a Junior College after secondary school). Students without Additional Mathematics at the 'O' level will usually be offered H1 Mathematics instead.
Examination Format
The syllabus was updated starting with the 2021 batch of candidates. There are two written papers, each comprising half of the weightage towards the subject. Each paper is 2 hours 15 minutes long and worth 90 marks. Paper 1 has 12 to 14 questions, while Paper 2 has 9 to 11 questions. Generally, Paper 2 would have a graph plotting question based on linear law.
GCSE Additional Mathematics in Northern Ireland
In Northern Ireland, Additional Mathematics was offered as a GCSE subject by the local examination board, CCEA. There were two examination papers: one which tested topics in Pure Mathematics, and one which tested topics in Mechanics and Statistics. It was discontinued in 2014 and replaced with GCSE Further Mathematics—a new qualification whose level exceeds both those offered by GCSE Mathematics, and the analogous qualifications offered in England.
Further Maths IGCSE and Additional Maths FSMQ in England
Starting from
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call taxes placed on products that produce carbon dioxide?
A. chemical tax
B. emission tax
C. pollution tax
D. carbon taxes
Answer:
|
|
sciq-5408
|
multiple_choice
|
Atmospheric pressure can be measured with what tool?
|
[
"ruler",
"barometer",
"scale",
"thermometer"
] |
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:::
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:::
An item bank Or Question Bank is a term for a repository of test items that belong to a testing program, as well as all information pertaining to those items. In most applications of testing and assessment, the items are of multiple choice format, but any format can be used. Items are pulled from the bank and assigned to test forms for publication either as a paper-and-pencil test or some form of e-assessment.
Types of information
An item bank will not only include the text of each item, but also extensive information regarding test development and psychometric characteristics of the items. Examples of such information include:
Item author
Date written
Item status (e.g., new, pilot, active, retired)
Angoff ratings
Correct answer
Item format
Classical test theory statistics
Item response theory statistics
Linkage to test blueprint
Item history (e.g., usage date(s) and reviews)
User-defined fields
In India the Popular Question Bank is Oswaal Question Bank which covers All Indian Board And Competitive Exam Such as CBSE,CISCE,Pre-university course- State board and JEE,NEET,CLAT and CUET
Item banking software
Because an item bank is essentially a simple database, it can be stored in database software or even a spreadsheet such as Microsoft Excel. However, there are several dozen commercially-available software programs specifically designed for item banking. The advantages that these provide are related to assessment. For example, items are presented on the computer screen as they would appear to a test examinee, and item response theory parameters can be translated into item response functions or information functions. Additionally, there are functionalities for publication, such as formatting a set of items to be printed as a paper-and-pencil test.
Some item banks also have test administration functionalities, such as being able to deliver e-assessment or process "bubble" answer sheets.
Document 4:::
Computerized adaptive testing (CAT) is a form of computer-based test that adapts to the examinee's ability level. For this reason, it has also been called tailored testing. In other words, it is a form of computer-administered test in which the next item or set of items selected to be administered depends on the correctness of the test taker's responses to the most recent items administered.
How it works
CAT successively selects questions for the purpose of maximizing the precision of the exam based on what is known about the examinee from previous questions. From the examinee's perspective, the difficulty of the exam seems to tailor itself to their level of ability. For example, if an examinee performs well on an item of intermediate difficulty, they will then be presented with a more difficult question. Or, if they performed poorly, they would be presented with a simpler question. Compared to static tests that nearly everyone has experienced, with a fixed set of items administered to all examinees, computer-adaptive tests require fewer test items to arrive at equally accurate scores.
The basic computer-adaptive testing method is an iterative algorithm with the following steps:
The pool of available items is searched for the optimal item, based on the current estimate of the examinee's ability
The chosen item is presented to the examinee, who then answers it correctly or incorrectly
The ability estimate is updated, based on all prior answers
Steps 1–3 are repeated until a termination criterion is met
Nothing is known about the examinee prior to the administration of the first item, so the algorithm is generally started by selecting an item of medium, or medium-easy, difficulty as the first item.
As a result of adaptive administration, different examinees receive quite different tests. Although examinees are typically administered different tests, their ability scores are comparable to one another (i.e., as if they had received the same test, as is common
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Atmospheric pressure can be measured with what tool?
A. ruler
B. barometer
C. scale
D. thermometer
Answer:
|
|
sciq-1354
|
multiple_choice
|
When an oxidation number of an atom is decreased in the course of a redox reaction, that atom is being what?
|
[
"increased",
"reduced",
"destroyed",
"replaced"
] |
B
|
Relavent Documents:
Document 0:::
Classification
Oxidoreductases are classified as EC 1 in the EC number classification of enzymes. Oxidoreductases can be further classified into 21 subclasses:
EC 1.1 includes oxidoreductases that act on the CH-OH group of donors (alcohol oxidoreductases such as methanol dehydrogenase)
EC 1.2 includes oxidoreductases that act on the aldehyde or oxo group of donors
EC 1.3 includes oxidoreductases that act on the CH-CH group of donors (CH-CH oxidore
Document 1:::
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 chemistry, a radical, also known as a free radical, is an atom, molecule, or ion that has at least one unpaired valence electron.
With some exceptions, these unpaired electrons make radicals highly chemically reactive. Many radicals spontaneously dimerize. Most organic radicals have short lifetimes.
A notable example of a radical is the hydroxyl radical (HO·), a molecule that has one unpaired electron on the oxygen atom. Two other examples are triplet oxygen and triplet carbene (꞉) which have two unpaired electrons.
Radicals may be generated in a number of ways, but typical methods involve redox reactions, Ionizing radiation, heat, electrical discharges, and electrolysis are known to produce radicals. Radicals are intermediates in many chemical reactions, more so than is apparent from the balanced equations.
Radicals are important in combustion, atmospheric chemistry, polymerization, plasma chemistry, biochemistry, and many other chemical processes. A majority of natural products are generated by radical-generating enzymes. In living organisms, the radicals superoxide and nitric oxide and their reaction products regulate many processes, such as control of vascular tone and thus blood pressure. They also play a key role in the intermediary metabolism of various biological compounds. Such radicals can even be messengers in a process dubbed redox signaling. A radical may be trapped within a solvent cage or be otherwise bound.
Formation
Radicals are either (1) formed from spin-paired molecules or (2) from other radicals. Radicals are formed from spin-paired molecules through homolysis of weak bonds or electron transfer, also known as reduction. Radicals are formed from other radicals through substitution, addition, and elimination reactions.
Radical formation from spin-paired molecules
Homolysis
Homolysis makes two new radicals from a spin-paired molecule by breaking a covalent bond, leaving each of the fragments with one of the electrons in the bond. Bec
Document 3:::
Outer sphere refers to an electron transfer (ET) event that occurs between chemical species that remain separate and intact before, during, and after the ET event. In contrast, for inner sphere electron transfer the participating redox sites undergoing ET become connected by a chemical bridge. Because the ET in outer sphere electron transfer occurs between two non-connected species, the electron is forced to move through space from one redox center to the other.
Marcus theory
The main theory that describes the rates of outer sphere electron transfer was developed by Rudolph A. Marcus in the 1950s. A major aspect of Marcus theory is the dependence of the electron transfer rate on the thermodynamic driving force (difference in the redox potentials of the electron-exchanging sites). For most reactions, the rates increase with increased driving force. A second aspect is that the rate of outer sphere electron-transfer depends inversely on the "reorganizational energy." Reorganization energy describes the changes in bond lengths and angles that are required for the oxidant and reductant to switch their oxidation states. This energy is assessed by measurements of the self-exchange rates (see below).
Outer sphere electron transfer is the most common type of electron transfer, especially in biochemistry, where redox centers are separated by several (up to about 11) angstroms by intervening protein. In biochemistry, there are two main types of outer sphere ET: ET between two biological molecules or fixed distance electron transfer, in which the electron transfers within a single biomolecule (e.g., intraprotein).
Examples
Self-exchange
Outer sphere electron transfer can occur between chemical species that are identical except for their oxidation state. This process is termed self-exchange. An example is the degenerate reaction between the tetrahedral ions permanganate and manganate:
[MnO4]− + [Mn*O4]2− → [MnO4]2− + [Mn*O4]−
For octahedral metal complexes, the rate co
Document 4:::
Gas phase ion chemistry is a field of science encompassed within both chemistry and physics. It is the science that studies ions and molecules in the gas phase, most often enabled by some form of mass spectrometry. By far the most important applications for this science is in studying the thermodynamics and kinetics of reactions. For example, one application is in studying the thermodynamics of the solvation of ions. Ions with small solvation spheres of 1, 2, 3... solvent molecules can be studied in the gas phase and then extrapolated to bulk solution.
Theory
Transition state theory
Transition state theory is the theory of the rates of elementary reactions which assumes a special type of chemical equilibrium (quasi-equilibrium) between reactants and activated complexes.
RRKM theory
RRKM theory is used to compute simple estimates of the unimolecular ion decomposition reaction rates from a few characteristics of the potential energy surface.
Gas phase ion formation
The process of converting an atom or molecule into an ion by adding or removing charged particles such as electrons or other ions can occur in the gas phase. These processes are an important component of gas phase ion chemistry.
Associative ionization
Associative ionization is a gas phase reaction in which two atoms or molecules interact to form a single product ion.
where species A with excess internal energy (indicated by the asterisk) interacts with B to form the ion AB+.
One or both of the interacting species may have excess internal energy.
Charge-exchange ionization
Charge-exchange ionization (also called charge-transfer ionization) is a gas phase reaction between an ion and a neutral species
in which the charge of the ion is transferred to the neutral.
Chemical ionization
In chemical ionization, ions are produced through the reaction of ions of a reagent gas with other species. Some common reagent gases include: methane, ammonia, and isobutane.
Chemi-ionization
Chemi-ionization can
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When an oxidation number of an atom is decreased in the course of a redox reaction, that atom is being what?
A. increased
B. reduced
C. destroyed
D. replaced
Answer:
|
|
sciq-6373
|
multiple_choice
|
What is a fluid-filled body cavity that is completely enclosed by mesoderm called?
|
[
"choroid",
"coelom",
"hymenium",
"pseudocoelom"
] |
B
|
Relavent Documents:
Document 0:::
In zoology, a mesentery is a membrane inside the body cavity of an animal. The term identifies different structures in different phyla: in vertebrates it is a double fold of the peritoneum enclosing the intestines; in other organisms it forms complete or incomplete partitions of the body cavity, whether that is the coelom or, as in the Anthozoa, the gastrovascular cavity.
The word "mesentery" is derived from the Greek mesos, "in the middle" and enteron, an "intestine".
Vertebrates
In vertebrates, a mesentery is a membrane consisting of a double fold of peritoneum that encloses the intestines and their associated organs and connect them with the dorsal wall of the abdominal cavity. In invertebrates, a mesentery is a support or partition in a body cavity serving a similar function to the mesenteries of vertebrates.
Bilateria
In bilaterally symmetrical organisms there is often a major mesentery separating the two halves of the coelom. In segmented organisms such as earthworms, there are a pair of coelomic cavities in each segment. The mesothelium of the body wall is extended round the central gut to form a mesentery, a longitudinal partition in the sagittal plane. Above the gut is the dorsal mesentery and below the gut, the ventral mesentery. The transverse partition between the separate segments is known as a septum.
Cnidaria
In the phylum Cnidaria and the class Anthozoa, the mesenteries are sheet-like partitions that extend from the body wall of the animal into its gastrovascular cavity. They are composed of a layer of mesogloea sandwiched between two layers of gastrodermis. They can either be "complete", joining the gastrodermis of the body wall with that of the pharynx, or "incomplete", extending only part way into the cavity (the terms "perfect" and "imperfect" are sometimes used instead). They stretch from the pedal disc to the oral disc, and there are two perforations or ostia near the oral disc. Mesenteries are usually in pairs. The free edge of incomple
Document 1:::
The mesothelium is a membrane composed of simple squamous epithelial cells of mesodermal origin, which forms the lining of several body cavities: the pleura (pleural cavity around the lungs), peritoneum (abdominopelvic cavity including the mesentery, omenta, falciform ligament and the perimetrium) and pericardium (around the heart).
Mesothelial tissue also surrounds the male testis (as the tunica vaginalis) and occasionally the spermatic cord (in a patent processus vaginalis). Mesothelium that covers the internal organs is called visceral mesothelium, while one that covers the surrounding body walls is called the parietal mesothelium. The mesothelium that secretes serous fluid as a main function is also known as a serosa.
Origin
Mesothelium derives from the embryonic mesoderm cell layer, that lines the coelom (body cavity) in the embryo. It develops into the layer of cells that covers and protects most of the internal organs of the body.
Structure
The mesothelium forms a monolayer of flattened squamous-like epithelial cells resting on a thin basement membrane supported by dense irregular connective tissue. Cuboidal mesothelial cells may be found at areas of injury, the milky spots of the omentum, and the peritoneal side of the diaphragm overlaying the lymphatic lacunae. The luminal surface is covered with microvilli. The proteins and serosal fluid trapped by the microvilli provide a slippery surface for internal organs to slide past one another.
Function
The mesothelium is composed of an extensive monolayer of specialized cells (mesothelial cells) that line the body's serous cavities and internal organs. The main purpose of these cells is to produce a lubricating fluid that is released between layers, providing a slippery, non-adhesive, and protective surface to facilitate intracoelomic movement.
The mesothelium is also implicated in the transport and movement of fluid and particulate matter across the serosal cavities, leukocyte migration in response to in
Document 2:::
A body cavity is any space or compartment, or potential space, in an animal body. Cavities accommodate organs and other structures; cavities as potential spaces contain fluid.
The two largest human body cavities are the ventral body cavity, and the dorsal body cavity. In the dorsal body cavity the brain and spinal cord are located.
The membranes that surround the central nervous system organs (the brain and the spinal cord, in the cranial and spinal cavities) are the three meninges. The differently lined spaces contain different types of fluid. In the meninges for example the fluid is cerebrospinal fluid; in the abdominal cavity the fluid contained in the peritoneum is a serous fluid.
In amniotes and some invertebrates the peritoneum lines their largest body cavity called the coelom.
Mammals
Mammalian embryos develop two body cavities: the intraembryonic coelom and the extraembryonic coelom (or chorionic cavity). The intraembryonic coelom is lined by somatic and splanchnic lateral plate mesoderm, while the extraembryonic coelom is lined by extraembryonic mesoderm. The intraembryonic coelom is the only cavity that persists in the mammal at term, which is why its name is often contracted to simply coelomic cavity. Subdividing the coelomic cavity into compartments, for example, the pericardial cavity / pericardium, where the heart develops, simplifies discussion of the anatomies of complex animals.
Cavitation in the early embryo is the process of forming the blastocoel, the fluid-filled cavity defining the blastula stage in non-mammals, or the blastocyst in mammals.
Human body cavities
The dorsal (posterior) cavity and the ventral (anterior) cavity are the largest body compartments.
The dorsal body cavity includes the cranial cavity, enclosed by the skull and contains the brain, and the spinal cavity, enclosed by the spine, and contains the spinal cord.
The ventral body cavity includes the thoracic cavity, enclosed by the ribcage and contains the lungs and he
Document 3:::
Splanchnology is the study of the visceral organs, i.e. digestive, urinary, reproductive and respiratory systems.
The term derives from the Neo-Latin splanchno-, from the Greek σπλάγχνα, meaning "viscera". More broadly, splanchnology includes all the components of the Neuro-Endo-Immune (NEI) Supersystem. An organ (or viscus) is a collection of tissues joined in a structural unit to serve a common function. In anatomy, a viscus is an internal organ, and viscera is the plural form. Organs consist of different tissues, one or more of which prevail and determine its specific structure and function. Functionally related organs often cooperate to form whole organ systems.
Viscera are the soft organs of the body. There are organs and systems of organs that differ in structure and development but they are united for the performance of a common function. Such functional collection of mixed organs, form an organ system. These organs are always made up of special cells that support its specific function. The normal position and function of each visceral organ must be known before the abnormal can be ascertained.
Healthy organs all work together cohesively and gaining a better understanding of how, helps to maintain a healthy lifestyle. Some functions cannot be accomplished only by one organ. That is why organs form complex systems. The system of organs is a collection of homogeneous organs, which have a common plan of structure, function, development, and they are connected to each other anatomically and communicate through the NEI supersystem.
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The human body is the structure of a human being. It is composed of many different types of cells that together create tissues and subsequently organs and then organ systems. They ensure homeostasis and the viability of the human body.
It comprises a head, hair, neck, torso (which includes the thorax and abdomen), arms and hands, legs and feet.
The study of the human body includes anatomy, physiology, histology and embryology. The body varies anatomically in known ways. Physiology focuses on the systems and organs of the human body and their functions. Many systems and mechanisms interact in order to maintain homeostasis, with safe levels of substances such as sugar and oxygen in the blood.
The body is studied by health professionals, physiologists, anatomists, and artists to assist them in their work.
Composition
The human body is composed of elements including hydrogen, oxygen, carbon, calcium and phosphorus. These elements reside in trillions of cells and non-cellular components of the body.
The adult male body is about 60% water for a total water content of some . This is made up of about of extracellular fluid including about of blood plasma and about of interstitial fluid, and about of fluid inside cells. The content, acidity and composition of the water inside and outside cells is carefully maintained. The main electrolytes in body water outside cells are sodium and chloride, whereas within cells it is potassium and other phosphates.
Cells
The body contains trillions of cells, the fundamental unit of life. At maturity, there are roughly 3037trillion cells in the body, an estimate arrived at by totaling the cell numbers of all the organs of the body and cell types. The body is also host to about the same number of non-human cells as well as multicellular organisms which reside in the gastrointestinal tract and on the skin. Not all parts of the body are made from cells. Cells sit in an extracellular matrix that consists of proteins such as collagen,
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a fluid-filled body cavity that is completely enclosed by mesoderm called?
A. choroid
B. coelom
C. hymenium
D. pseudocoelom
Answer:
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sciq-6634
|
multiple_choice
|
What measures the amount of matter in an object?
|
[
"concentrations",
"mass",
"weight",
"amounts"
] |
B
|
Relavent Documents:
Document 0:::
A proof mass or test mass is a known quantity of mass used in a measuring instrument as a reference for the measurement of an unknown quantity.
A mass used to calibrate a weighing scale is sometimes called a calibration mass or calibration weight.
A proof mass that deforms a spring in an accelerometer is sometimes called the seismic mass. In a convective accelerometer, a fluid proof mass may be employed.
See also
Calibration, checking or adjustment by comparison with a standard
Control variable, the experimental element that is constant and unchanged throughout the course of a scientific investigation
Test particle, an idealized model of an object in which all physical properties are assumed to be negligible, except for the property being studied
Document 1:::
Absolute molar mass is a process used to determine the characteristics of molecules.
History
The first absolute measurements of molecular weights (i.e. made without reference to standards) were based on fundamental physical characteristics and their relation to the molar mass. The most useful of these were membrane osmometry and sedimentation.
Another absolute instrumental approach was also possible with the development of light scattering theory by Albert Einstein, Chandrasekhara Venkata Raman, Peter Debye, Bruno H. Zimm, and others. The problem with measurements made using membrane osmometry and sedimentation was that they only characterized the bulk properties of the polymer sample. Moreover, the measurements were excessively time consuming and prone to operator error. In order to gain information about a polydisperse mixture of molar masses, a method for separating the different sizes was developed. This was achieved by the advent of size exclusion chromatography (SEC). SEC is based on the fact that the pores in the packing material of chromatography columns could be made small enough for molecules to become temporarily lodged in their interstitial spaces. As the sample makes its way through a column the smaller molecules spend more time traveling in these void spaces than the larger ones, which have fewer places to "wander". The result is that a sample is separated according to its hydrodynamic volume . As a consequence, the big molecules come out first, and then the small ones follow in the eluent. By choosing a suitable column packing material it is possible to define the resolution of the system. Columns can also be combined in series to increase resolution or the range of sizes studied.
The next step is to convert the time at which the samples eluted into a measurement of molar mass. This is possible because if the molar mass of a standard were known, the time at which this standard eluted should be equal to a specific molar mass. Using multiple
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This article gives a list of conversion factors for several physical quantities. A number of different units (some only of historical interest) are shown and expressed in terms of the corresponding SI unit.
Conversions between units in the metric system are defined by their prefixes (for example, 1 kilogram = 1000 grams, 1 milligram = 0.001 grams) and are thus not listed in this article. Exceptions are made if the unit is commonly known by another name (for example, 1 micron = 10−6 metre). Within each table, the units are listed alphabetically, and the SI units (base or derived) are highlighted.
The following quantities are considered: length, area, volume, plane angle, solid angle, mass, density, time, frequency, velocity, volumetric flow rate, acceleration, force, pressure (or mechanical stress), torque (or moment of force), energy, power (or heat flow rate), action, dynamic viscosity, kinematic viscosity, electric current, electric charge, electric dipole, electromotive force (or electric potential difference), electrical resistance, capacitance, magnetic flux, magnetic flux density, inductance, temperature, information entropy, luminous intensity, luminance, luminous flux, illuminance, radiation.
Length
Area
Volume
Plane angle
Solid angle
Mass
Notes:
See Weight for detail of mass/weight distinction and conversion.
Avoirdupois is a system of mass based on a pound of 16 ounces, while Troy weight is the system of mass where 12 troy ounces equals one troy pound.
The symbol is used to denote standard gravity in order to avoid confusion with the (upright) g symbol for gram.
Density
Time
Frequency
Speed or velocity
A velocity consists of a speed combined with a direction; the speed part of the velocity takes units of speed.
Flow (volume)
Acceleration
Force
Pressure or mechanical stress
Torque or moment of force
Energy
Power or heat flow rate
Action
Dynamic viscosity
Kinematic viscosity
Electric current
Electric charge
Electric dipole
Elec
Document 3:::
Physical or chemical properties of materials and systems can often be categorized as being either intensive or extensive, according to how the property changes when the size (or extent) of the system changes.
The terms "intensive and extensive quantities" were introduced into physics by German mathematician Georg Helm in 1898, and by American physicist and chemist Richard C. Tolman in 1917.
According to International Union of Pure and Applied Chemistry (IUPAC), an intensive property or intensive quantity is one whose magnitude is independent of the size of the system.
An intensive property is not necessarily homogeneously distributed in space; it can vary from place to place in a body of matter and radiation. Examples of intensive properties include temperature, T; refractive index, n; density, ρ; and hardness, η.
By contrast, an extensive property or extensive quantity is one whose magnitude is additive for subsystems.
Examples include mass, volume and entropy.
Not all properties of matter fall into these two categories. For example, the square root of the volume is neither intensive nor extensive. If a system is doubled in size by juxtaposing a second identical system, the value of an intensive property equals the value for each subsystem and the value of an extensive property is twice the value for each subsystem. However the property √V is instead multiplied by √2 .
Intensive properties
An intensive property is a physical quantity whose value does not depend on the amount of substance which was measured. The most obvious intensive quantities are ratios of extensive quantities. In a homogeneous system divided into two halves, all its extensive properties, in particular its volume and its mass, are divided into two halves. All its intensive properties, such as the mass per volume (mass density) or volume per mass (specific volume), must remain the same in each half.
The temperature of a system in thermal equilibrium is the same as the temperature of any part
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Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What measures the amount of matter in an object?
A. concentrations
B. mass
C. weight
D. amounts
Answer:
|
|
sciq-8748
|
multiple_choice
|
What causes earthquakes at mid-ocean ridges to be small and shallow?
|
[
"plates are thick , young , and cold",
"plates are thin , young , and cold",
"plates are thick , old , and hot",
"plates are thin , young , and hot"
] |
D
|
Relavent Documents:
Document 0:::
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
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Episodic tremor and slip (ETS) is a seismological phenomenon observed in some subduction zones that is characterized by non-earthquake seismic rumbling, or tremor, and slow slip along the plate interface. Slow slip events are distinguished from earthquakes by their propagation speed and focus. In slow slip events, there is an apparent reversal of crustal motion, although the fault motion remains consistent with the direction of subduction. ETS events themselves are imperceptible to human beings and do not cause damage.
Discovery
Nonvolcanic, episodic tremor was first identified in southwest Japan in 2002. Shortly afterwards, the Geological Survey of Canada coined the term "episodic tremor and slip" to characterize observations of GPS measurements in the Vancouver Island area. Vancouver Island lies in the eastern, North American region of the Cascadia subduction zone. ETS events in Cascadia were observed to reoccur cyclically with a period of approximately 14 months. Analysis of measurements led to the successful prediction of ETS events in following years (e.g., 2003, 2004, 2005, and 2007). In Cascadia, these events are marked by about two weeks of 1 to 10 Hz seismic trembling and non-earthquake ("aseismic") slip on the plate boundary equivalent to a magnitude 7 earthquake. (Tremor is a weak seismological signal only detectable by very sensitive seismometers.) Recent episodes of tremor and slip in the Cascadia region have occurred down-dip of the region ruptured in the 1700 Cascadia earthquake.
Since the initial discovery of this seismic mode in the Cascadia region, slow slip and tremor have been detected in other subduction zones around the world, including Japan and Mexico.
Slow slip is not accompanied by tremor in the Hikurangi Subduction Zone.
Every five years a year-long quake of this type occurs beneath the New Zealand capital, Wellington. It was first measured in 2003, and has reappeared in 2008 and 2013.
Characteristics
Slip behaviour
In the Casca
Document 2:::
Shear wave splitting, also called seismic birefringence, is the phenomenon that occurs when a polarized shear wave enters an anisotropic medium (Fig. 1). The incident shear wave splits into two polarized shear waves (Fig. 2). Shear wave splitting is typically used as a tool for testing the anisotropy of an area of interest. These measurements reflect the degree of anisotropy and lead to a better understanding of the area's crack density and orientation or crystal alignment.
We can think of the anisotropy of a particular area as a black box and the shear wave splitting measurements as a way of looking at what is in the box.
Introduction
An incident shear wave may enter an anisotropic medium from an isotropic media by encountering a change in the preferred orientation or character of the medium. When a polarized shear wave enters a new, anisotropic medium, it splits into two shear waves (Fig.2).
One of these shear waves will be faster than the other and oriented parallel to the cracks or crystals in the medium. The second wave will be slower than the first and sometimes orthogonal to both the first shear wave and the cracks or crystals in the media. The time delays observed between the slow and fast shear waves give information about the density of cracks in the medium. The orientation of the fast shear wave records the direction of the cracks in the medium.
When plotted using polarization diagrams, the arrival of split shear waves can be identified by the abrupt changes in direction of the particle motion (Fig.3).
In a homogeneous material that is weakly anisotropic, the incident shear wave will split into two quasi-shear waves with approximately orthogonal polarizations that reach the receiver at approximately the same time. In the deeper crust and upper mantle, the high frequency shear waves split completely into two separate shear waves with different polarizations and a time delay between them that may be up to a few seconds.
History
Hess (1964) ma
Document 3:::
Seismic moment is a quantity used by seismologists to measure the size of an earthquake. The scalar seismic moment is defined by the equation
, where
is the shear modulus of the rocks involved in the earthquake (in pascals (Pa), i.e. newtons per square meter)
is the area of the rupture along the geologic fault where the earthquake occurred (in square meters), and
is the average slip (displacement offset between the two sides of the fault) on (in meters).
thus has dimensions of torque, measured in newton meters. The connection between seismic moment and a torque is natural in the body-force equivalent representation of seismic sources as a double-couple (a pair of force couples with opposite torques): the seismic moment is the torque of each of the two couples. Despite having the same dimensions as energy, seismic moment is not a measure of energy. The relations between seismic moment, potential energy drop and radiated energy are indirect and approximative.
The seismic moment of an earthquake is typically estimated using whatever information is available to constrain its factors. For modern earthquakes, moment is usually estimated from ground motion recordings of earthquakes known as seismograms. For earthquakes that occurred in times before modern instruments were available, moment may be estimated from geologic estimates of the size of the fault rupture and the slip.
Seismic moment is the basis of the moment magnitude scale introduced by Hiroo Kanamori, which is often used to compare the size of different earthquakes and is especially useful for comparing the sizes of large (great) earthquakes.
The seismic moment is not restricted to earthquakes. For a more general seismic source described by a seismic moment tensor (a symmetric tensor, but not necessarily a double couple tensor), the seismic moment is
See also
Richter magnitude scale
Moment magnitude scale
Sources
.
.
.
.
Seismology measurement
Moment (physics)
Document 4:::
Seismic anisotropy is the directional dependence of the velocity of seismic waves in a medium (rock) within the Earth.
Description
A material is said to be anisotropic if the value of one or more of its properties varies with direction. Anisotropy differs from the property called heterogeneity in that anisotropy is the variation in values with direction at a point while heterogeneity is the variation in values between two or more points.
Seismic anisotropy can be defined as the dependence of seismic velocity on direction or upon angle. General anisotropy is described by a 4th order elasticity tensor with 21 independent elements. However, in practice observational studies are unable to distinguish all 21 elements, and anisotropy is usually simplified. In the simplest form, there are two main types of anisotropy, both of them are called transverse isotropy (it is called transverse isotropy because there is isotropy in either the horizontal or vertical plane) or polar anisotropy. The difference between them is in their axis of symmetry, which is an axis of rotational invariance such that if we rotate the formation about the axis, the material is still indistinguishable from what it was before. The symmetry axis is usually associated with regional stress or gravity.
VTI- transverse isotropy with a vertical axis of symmetry, this is also called VTI (vertical transverse isotropy). This kind of anisotropy is associated with layering and shale and is found where gravity is the dominant factor.
HTI- transverse isotropy with a horizontal axis of symmetry, this is also called HTI (horizontal transverse isotropy). This kind of anisotropy is associated with cracks and fractures and is found where regional stress is the dominant factor.
The transverse anisotropic matrix has the same form as the isotropic matrix, except that it has five non-zero values distributed among 12 non-zero elements.
Transverse isotropy is sometimes called transverse anisotropy or anisotropy with hex
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What causes earthquakes at mid-ocean ridges to be small and shallow?
A. plates are thick , young , and cold
B. plates are thin , young , and cold
C. plates are thick , old , and hot
D. plates are thin , young , and hot
Answer:
|
|
sciq-7514
|
multiple_choice
|
What do you call a close relationship between two species that benefits both?
|
[
"symbiotic relationship",
"commensalism",
"parasitic relationship",
"primordial relationship"
] |
A
|
Relavent Documents:
Document 0:::
In ecology, a biological interaction is the effect that a pair of organisms living together in a community have on each other. They can be either of the same species (intraspecific interactions), or of different species (interspecific interactions). These effects may be short-term, or long-term, both often strongly influence the adaptation and evolution of the species involved. Biological interactions range from mutualism, beneficial to both partners, to competition, harmful to both partners. Interactions can be direct when physical contact is established or indirect, through intermediaries such as shared resources, territories, ecological services, metabolic waste, toxins or growth inhibitors. This type of relationship can be shown by net effect based on individual effects on both organisms arising out of relationship.
Several recent studies have suggested non-trophic species interactions such as habitat modification and mutualisms can be important determinants of food web structures. However, it remains unclear whether these findings generalize across ecosystems, and whether non-trophic interactions affect food webs randomly, or affect specific trophic levels or functional groups.
History
Although biological interactions, more or less individually, were studied earlier, Edward Haskell (1949) gave an integrative approach to the thematic, proposing a classification of "co-actions", later adopted by biologists as "interactions". Close and long-term interactions are described as symbiosis; symbioses that are mutually beneficial are called mutualistic.
The term symbiosis was subject to a century-long debate about whether it should specifically denote mutualism, as in lichens or in parasites that benefit themselves. This debate created two different classifications for biotic interactions, one based on the time (long-term and short-term interactions), and other based on the magnitud of interaction force (competition/mutualism) or effect of individual fitness, accordi
Document 1:::
Mutualism describes the ecological interaction between two or more species where each species has a net benefit. Mutualism is a common type of ecological interaction. Prominent examples include most vascular plants engaged in mutualistic interactions with mycorrhizae, flowering plants being pollinated by animals, vascular plants being dispersed by animals, and corals with zooxanthellae, among many others. Mutualism can be contrasted with interspecific competition, in which each species experiences reduced fitness, and exploitation, or parasitism, in which one species benefits at the expense of the other.
The term mutualism was introduced by Pierre-Joseph van Beneden in his 1876 book Animal Parasites and Messmates to mean "mutual aid among species".
Mutualism is often conflated with two other types of ecological phenomena: cooperation and symbiosis. Cooperation most commonly refers to increases in fitness through within-species (intraspecific) interactions, although it has been used (especially in the past) to refer to mutualistic interactions, and it is sometimes used to refer to mutualistic interactions that are not obligate. Symbiosis involves two species living in close physical contact over a long period of their existence and may be mutualistic, parasitic, or commensal, so symbiotic relationships are not always mutualistic, and mutualistic interactions are not always symbiotic. Despite a different definition between mutualistic interactions and symbiosis, mutualistic and symbiosis have been largely used interchangeably in the past, and confusion on their use has persisted.
Mutualism plays a key part in ecology and evolution. For example, mutualistic interactions are vital for terrestrial ecosystem function as about 80% of land plants species rely on mycorrhizal relationships with fungi to provide them with inorganic compounds and trace elements. As another example, the estimate of tropical rainforest plants with seed dispersal mutualisms with animals ranges
Document 2:::
Any action or influence that species have on each other is considered a biological interaction. These interactions between species can be considered in several ways. One such way is to depict interactions in the form of a network, which identifies the members and the patterns that connect them. Species interactions are considered primarily in terms of trophic interactions, which depict which species feed on others.
Currently, ecological networks that integrate non-trophic interactions are being built. The type of interactions they can contain can be classified into six categories: mutualism, commensalism, neutralism, amensalism, antagonism, and competition.
Observing and estimating the fitness costs and benefits of species interactions can be very problematic. The way interactions are interpreted can profoundly affect the ensuing conclusions.
Interaction characteristics
Characterization of interactions can be made according to various measures, or any combination of them.
Prevalence
Prevalence identifies the proportion of the population affected by a given interaction, and thus quantifies whether it is relatively rare or common. Generally, only common interactions are considered.
Negative/ Positive
Whether the interaction is beneficial or harmful to the species involved determines the sign of the interaction, and what type of interaction it is classified as. To establish whether they are harmful or beneficial, careful observational and/or experimental studies can be conducted, in an attempt to establish the cost/benefit balance experienced by the members.
Strength
The sign of an interaction does not capture the impact on fitness of that interaction. One example of this is of antagonism, in which predators may have a much stronger impact on their prey species (death), than parasites (reduction in fitness). Similarly, positive interactions can produce anything from a negligible change in fitness to a life or death impact.
Relationship in space and time
The rel
Document 3:::
Commensalism is a long-term biological interaction (symbiosis) in which members of one species gain benefits while those of the other species neither benefit nor are harmed. This is in contrast with mutualism, in which both organisms benefit from each other; amensalism, where one is harmed while the other is unaffected; and parasitism, where one is harmed and the other benefits.
The commensal (the species that benefits from the association) may obtain nutrients, shelter, support, or locomotion from the host species, which is substantially unaffected. The commensal relation is often between a larger host and a smaller commensal; the host organism is unmodified, whereas the commensal species may show great structural adaptation consistent with its habits, as in the remoras that ride attached to sharks and other fishes. Remoras feed on their hosts' fecal matter, while pilot fish feed on the leftovers of their hosts' meals. Numerous birds perch on bodies of large mammal herbivores or feed on the insects turned up by grazing mammals.
Etymology
The word "commensalism" is derived from the word "commensal", meaning "eating at the same table" in human social interaction, which in turn comes through French from the Medieval Latin commensalis, meaning "sharing a table", from the prefix com-, meaning "together", and mensa, meaning "table" or "meal". Commensality, at the Universities of Oxford and Cambridge, refers to professors eating at the same table as students (as they live in the same "college").
Pierre-Joseph van Beneden introduced the term "commensalism" in 1876.
Examples of commensal relationships
The commensal pathway was traveled by animals that fed on refuse around human habitats or by animals that preyed on other animals drawn to human camps. Those animals established a commensal relationship with humans in which the animals benefited but the humans received little benefit or harm. Those animals that were most capable of taking advantage of the resources associ
Document 4:::
Ecological facilitation or probiosis describes species interactions that benefit at least one of the participants and cause harm to neither. Facilitations can be categorized as mutualisms, in which both species benefit, or commensalisms, in which one species benefits and the other is unaffected. This article addresses both the mechanisms of facilitation and the increasing information available concerning the impacts of facilitation on community ecology.
Categories
There are two basic categories of facilitative interactions:
Mutualism is an interaction between species that is beneficial to both. A familiar example of a mutualism is the relationship between flowering plants and their pollinators. The plant benefits from the spread of pollen between flowers, while the pollinator receives some form of nourishment, either from nectar or the pollen itself.
Commensalism is an interaction in which one species benefits and the other species is unaffected. Epiphytes (plants growing on other plants, usually trees) have a commensal relationship with their host plant because the epiphyte benefits in some way (e.g., by escaping competition with terrestrial plants or by gaining greater access to sunlight) while the host plant is apparently unaffected.
Strict categorization, however, is not possible for some complex species interactions. For example, seed germination and survival in harsh environments is often higher under so-called nurse plants than on open ground. A nurse plant is one with an established canopy, beneath which germination and survival are more likely due to increased shade, soil moisture, and nutrients. Thus, the relationship between seedlings and their nurse plants is commensal. However, as the seedlings grow into established plants, they are likely to compete with their former benefactors for resources.
Mechanisms
The beneficial effects of species on one another are realized in various ways, including refuge from physical stress, predation, and competi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call a close relationship between two species that benefits both?
A. symbiotic relationship
B. commensalism
C. parasitic relationship
D. primordial relationship
Answer:
|
|
sciq-5737
|
multiple_choice
|
What is the term for force that opposes motion between any touching surfaces?
|
[
"stress",
"gravity",
"tension",
"friction"
] |
D
|
Relavent Documents:
Document 0:::
Surface force denoted fs is the force that acts across an internal or external surface element in a material body.
Normal forces and shear forces between objects are types of surface force. All cohesive forces and contact forces between objects are considered as surface forces.
Surface force can be decomposed into two perpendicular components: normal forces and shear forces. A normal force acts normally over an area and a shear force acts tangentially over an area.
Equations for surface force
Surface force due to pressure
, where f = force, p = pressure, and A = area on which a uniform pressure acts
Examples
Pressure related surface force
Since pressure is , and area is a ,
a pressure of over an area of will produce a surface force of .
See also
Body force
Contact force
Document 1:::
Most of the terms listed in Wikipedia glossaries are already defined and explained within Wikipedia itself. However, glossaries like this one are useful for looking up, comparing and reviewing large numbers of terms together. You can help enhance this page by adding new terms or writing definitions for existing ones.
This glossary of mechanical engineering terms pertains specifically to mechanical engineering and its sub-disciplines. For a broad overview of engineering, see glossary of engineering.
A
Abrasion – is the process of scuffing, scratching, wearing down, marring, or rubbing away. It can be intentionally imposed in a controlled process using an abrasive. Abrasion can be an undesirable effect of exposure to normal use or exposure to the elements.
Absolute zero – is the lowest possible temperature of a system, defined as zero kelvin or −273.15 °C. No experiment has yet measured a temperature of absolute zero.
Accelerated life testing – is the process of testing a product by subjecting it to conditions (stress, strain, temperatures, voltage, vibration rate, pressure etc.) in excess of its normal service parameters in an effort to uncover faults and potential modes of failure in a short amount of time. By analyzing the product's response to such tests, engineers can make predictions about the service life and maintenance intervals of a product.
Acceleration – In physics, acceleration is the rate of change of velocity of an object with respect to time. An object's acceleration is the net result of any and all forces acting on the object, as described by Newton's Second Law. The SI unit for acceleration is metre per second squared Accelerations are vector quantities (they have magnitude and direction) and add according to the parallelogram law. As a vector, the calculated net force is equal to the product of the object's mass (a scalar quantity) and its acceleration.
Accelerometer – is a device that measures proper acceleration. Proper acceleration, being
Document 2:::
Sliding is a type of motion between two surfaces in contact. This can be contrasted to rolling motion. Both types of motion may occur in bearings.
The relative motion or tendency toward such motion between two surfaces is resisted by friction. Friction may damage or "wear" the surfaces in contact. However, wear can be reduced by lubrication. The science and technology of friction, lubrication, and wear is known as tribology.
Sliding may occur between two objects of arbitrary shape, whereas rolling friction is the frictional force associated with the rotational movement of a somewhat disclike or other circular object along a surface. Generally, the frictional force of rolling friction is less than that associated with sliding kinetic friction. Typical values for the coefficient of rolling friction are less than that of sliding friction. Correspondingly sliding friction typically produces greater sound and thermal bi-products. One of the most common examples of sliding friction is the movement of braking motor vehicle tires on a roadway, a process which generates considerable heat and sound, and is typically taken into account in assessing the magnitude of roadway noise pollution.
Sliding friction
Sliding friction (also called kinetic friction) is a contact force that resists the sliding motion of two objects or an object and a surface. Sliding friction is almost always less than that of static friction; this is why it is easier to move an object once it starts moving rather than to get the object to begin moving from a rest position.
Where , is the force of kinetic friction. is the coefficient of kinetic friction, and N is the normal force.
Examples of sliding friction
Sledding
Pushing an object across a surface
Rubbing one's hands together (The friction force generates heat.)
A car sliding on ice
A car skidding as it turns a corner
Opening a window
Almost any motion where there is contact between an object and a surface
Falling down a bowling
Document 3:::
In physics, tension is described as the pulling force transmitted axially by the means of a string, a rope, chain, or similar object, or by each end of a rod, truss member, or similar three-dimensional object; tension might also be described as the action-reaction pair of forces acting at each end of said elements. Tension could be the opposite of compression.
At the atomic level, when atoms or molecules are pulled apart from each other and gain potential energy with a restoring force still existing, the restoring force might create what is also called tension. Each end of a string or rod under such tension could pull on the object it is attached to, in order to restore the string/rod to its relaxed length.
Tension (as a transmitted force, as an action-reaction pair of forces, or as a restoring force) is measured in newtons in the International System of Units (or pounds-force in Imperial units). The ends of a string or other object transmitting tension will exert forces on the objects to which the string or rod is connected, in the direction of the string at the point of attachment. These forces due to tension are also called "passive forces". There are two basic possibilities for systems of objects held by strings: either acceleration is zero and the system is therefore in equilibrium, or there is acceleration, and therefore a net force is present in the system.
Tension in one dimension
Tension in a string is a non-negative vector quantity. Zero tension is slack. A string or rope is often idealized as one dimension, having length but being massless with zero cross section. If there are no bends in the string, as occur with vibrations or pulleys, then tension is a constant along the string, equal to the magnitude of the forces applied by the ends of the string. By Newton's third law, these are the same forces exerted on the ends of the string by the objects to which the ends are attached. If the string curves around one or more pulleys, it will still have const
Document 4:::
In physics, and in particular in biomechanics, the ground reaction force (GRF) is the force exerted by the ground on a body in contact with it.
For example, a person standing motionless on the ground exerts a contact force on it (equal to the person's weight) and at the same time an equal and opposite ground reaction force is exerted by the ground on the person.
In the above example, the ground reaction force coincides with the notion of a normal force. However, in a more general case, the GRF will also have a component parallel to the ground, for example when the person is walking – a motion that requires the exchange of horizontal (frictional) forces with the ground.
The use of the word reaction derives from Newton's third law, which essentially states that if a force, called action, acts upon a body, then an equal and opposite force, called reaction, must act upon another body. The force exerted by the ground is conventionally referred to as the reaction, although, since the distinction between action and reaction is completely arbitrary, the expression ground action would be, in principle, equally acceptable.
The component of the GRF parallel to the surface is the frictional force. When slippage occurs the ratio of the magnitude of the frictional force to the normal force yields the coefficient of static friction.
GRF is often observed to evaluate force production in various groups within the community. One of these groups studied often are athletes to help evaluate a subject's ability to exert force and power. This can help create baseline parameters when creating strength and conditioning regimens from a rehabilitation and coaching standpoint. Plyometric jumps such as a drop-jump is an activity often used to build greater power and force which can lead to overall better ability on the playing field. When landing from a safe height in a bilateral comparisons on GRF in relation to landing with the dominant foot first followed by the non-dominant limb, litera
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for force that opposes motion between any touching surfaces?
A. stress
B. gravity
C. tension
D. friction
Answer:
|
|
sciq-4695
|
multiple_choice
|
What kind of current flows in just one direction?
|
[
"physical current",
"slow current",
"Alternating current",
"direct current"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 2:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 3:::
Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams.
Course content
Intended to be equivalent to an introductory college course in mechanics for physics or engineering majors, the course modules are:
Kinematics
Newton's laws of motion
Work, energy and power
Systems of particles and linear momentum
Circular motion and rotation
Oscillations and gravitation.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a Calculus I class.
This course is often compared to AP Physics 1: Algebra Based for its similar course material involving kinematics, work, motion, forces, rotation, and oscillations. However, AP Physics 1: Algebra Based lacks concepts found in Calculus I, like derivatives or integrals.
This course may be combined with AP Physics C: Electricity and Magnetism to make a unified Physics C course that prepares for both exams.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Mechanics is separate from the AP examination for AP Physics C: Electricity and Magnetism. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday aftern
Document 4:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of current flows in just one direction?
A. physical current
B. slow current
C. Alternating current
D. direct current
Answer:
|
|
sciq-3914
|
multiple_choice
|
The fuel rods are made of a corrosion-resistant alloy that encases the partially enriched uranium fuel; controlled fission of 235u in the fuel produces heat. water surrounds the fuel rods and moderates this?
|
[
"half-life",
"kinetic energy",
"thermal energy",
"electromagnetism"
] |
B
|
Relavent Documents:
Document 0:::
This page describes how uranium dioxide nuclear fuel behaves during both normal nuclear reactor operation and under reactor accident conditions, such as overheating. Work in this area is often very expensive to conduct, and so has often been performed on a collaborative basis between groups of countries, usually under the aegis of the Organisation for Economic Co-operation and Development's Committee on the Safety of Nuclear Installations (CSNI).
Swelling
Cladding
Both the fuel and cladding can swell. Cladding covers the fuel to form a fuel pin and can be deformed. It is normal to fill the gap between the fuel and the cladding with helium gas to permit better thermal contact between the fuel and the cladding. During use the amount of gas inside the fuel pin can increase because of the formation of noble gases (krypton and xenon) by the fission process. If a Loss-of-coolant accident (LOCA) (e.g. Three Mile Island) or a Reactivity Initiated Accident (RIA) (e.g. Chernobyl or SL-1) occurs then the temperature of this gas can increase. As the fuel pin is sealed the pressure of the gas will increase (PV = nRT) and it is possible to deform and burst the cladding. It has been noticed that both corrosion and irradiation can alter the properties of the zirconium alloy commonly used as cladding, making it brittle. As a result, the experiments using unirradiated zirconium alloy tubes can be misleading.
According to one paper the following difference between the cladding failure mode of unused and used fuel was seen.
Unirradiated fuel rods were pressurized before being placed in a special reactor at the Japanese Nuclear Safety Research Reactor (NSRR) where they were subjected to a simulated RIA transient. These rods failed after ballooning late in the transient when the cladding temperature was high. The failure of the cladding in these tests was ductile, and it was a burst opening.
The used fuel (61 GW days/tonne of uranium) failed early in the transient with a brittle fra
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:::
Corium, also called fuel-containing material (FCM) or lava-like fuel-containing material (LFCM), is a material that is created in a nuclear reactor core during a nuclear meltdown accident. Resembling lava in consistency, it consists of a mixture of nuclear fuel, fission products, control rods, structural materials from the affected parts of the reactor, products of their chemical reaction with air, water, steam, and, in the event that the reactor vessel is breached, molten concrete from the floor of the reactor room.
Composition and formation
The heat causing the melting of a reactor may originate from the nuclear chain reaction, but more commonly decay heat of the fission products contained in the fuel rods is the primary heat source. The heat production from radioactive decay drops quickly, as the short half-life isotopes provide most of the heat and radioactive decay, with the curve of decay heat being a sum of the decay curves of numerous isotopes of elements decaying at different exponential half-life rates. A significant additional heat source can be the chemical reaction of hot metals with oxygen or steam.
Hypothetically, the temperature of corium depends on its internal heat generation dynamics: the quantities and types of isotopes producing decay heat, dilution by other molten materials, heat losses modified by the corium physical configuration, and heat losses to the environment. An accumulated mass of corium will lose less heat than a thinly spread layer. Corium of sufficient temperature can melt concrete. A solidified mass of corium can remelt if its heat losses drop, by being covered with heat insulating debris, or if water that is cooling the corium evaporates.
Crust can form on the corium mass, acting as a thermal insulator and hindering thermal losses. Heat distribution throughout the corium mass is influenced by different thermal conductivity between the molten oxides and metals. Convection in the liquid phase significantly increases heat transf
Document 3:::
Uranium dioxide or uranium(IV) oxide (), also known as urania or uranous oxide, is an oxide of uranium, and is a black, radioactive, crystalline powder that naturally occurs in the mineral uraninite. It is used in nuclear fuel rods in nuclear reactors. A mixture of uranium and plutonium dioxides is used as MOX fuel. Prior to 1960, it was used as yellow and black color in ceramic glazes and glass.
Production
Uranium dioxide is produced by reducing uranium trioxide with hydrogen.
UO3 + H2 → UO2 + H2O at 700 °C (973 K)
This reaction plays an important part in the creation of nuclear fuel through nuclear reprocessing and uranium enrichment.
Chemistry
Structure
The solid is isostructural with (has the same structure as) fluorite (calcium fluoride), where each U is surrounded by eight O nearest neighbors in a cubic arrangement. In addition, the dioxides of cerium, thorium, and the transuranic elements from neptunium through californium have the same structures. No other elemental dioxides have the fluorite structure. Upon melting, the measured average U-O coordination reduces from 8 in the crystalline solid (UO8 cubes), down to 6.7±0.5 (at 3270 K) in the melt. Models consistent with these measurements show the melt to consist mainly of UO6 and UO7 polyhedral units, where roughly of the connections between polyhedra are corner sharing and are edge sharing.
Oxidation
Uranium dioxide is oxidized in contact with oxygen to the triuranium octaoxide.
3 UO2 + O2 → U3O8 at 700 °C (970 K)
The electrochemistry of uranium dioxide has been investigated in detail as the galvanic corrosion of uranium dioxide controls the rate at which used nuclear fuel dissolves. See spent nuclear fuel for further details. Water increases the oxidation rate of plutonium and uranium metals.
Carbonization
Uranium dioxide is carbonized in contact with carbon, forming uranium carbide and carbon monoxide.
UO2 \ + \ 4C -> UC2 \ + \ 2CO.
This process must be done under an inert gas as uranium car
Document 4:::
In nuclear power technology, burnup (also known as fuel utilization) is a measure of how much energy is extracted from a primary nuclear fuel source. It is measured as the fraction of fuel atoms that underwent fission in %FIMA (fissions per initial metal atom) or %FIFA (fissions per initial fissile atom) as well as, preferably, the actual energy released per mass of initial fuel in gigawatt-days/metric ton of heavy metal (GWd/tHM), or similar units.
Measures of burnup
Expressed as a percentage: if 5% of the initial heavy metal atoms have undergone fission, the burnup is 5%FIMA. If these 5% were the total of 235U that were in the fuel at the beginning, the burnup is 100%FIFA (as 235U is fissile and the other 95% heavy metals like 238U are not). In reactor operations, this percentage is difficult to measure, so the alternative definition is preferred. This can be computed by multiplying the thermal power of the plant by the time of operation and dividing by the mass of the initial fuel loading. For example, if a 3000 MW thermal (equivalent to 1000 MW electric at 30% efficiency, which is typical of US LWRs) plant uses 24 tonnes of enriched uranium (tU) and operates at full power for 1 year, the average burnup of the fuel is (3000 MW·365 d)/24 metric tonnes = 45.63 GWd/t, or 45,625 MWd/tHM (where HM stands for heavy metal, meaning actinides like thorium, uranium, plutonium, etc.).
Converting between percent and energy/mass requires knowledge of κ, the thermal energy released per fission event. A typical value is 193.7 MeV () of thermal energy per fission (see Nuclear fission). With this value, the maximum burnup of 100%FIMA, which includes fissioning not just fissile content but also the other fissionable nuclides, is equivalent to about 909 GWd/t. Nuclear engineers often use this to roughly approximate 10% burnup as just less than 100 GWd/t.
The actual fuel may be any actinide that can support a chain reaction (meaning it is fissile), including uranium, plutonium, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The fuel rods are made of a corrosion-resistant alloy that encases the partially enriched uranium fuel; controlled fission of 235u in the fuel produces heat. water surrounds the fuel rods and moderates this?
A. half-life
B. kinetic energy
C. thermal energy
D. electromagnetism
Answer:
|
|
sciq-8219
|
multiple_choice
|
Alkenes with the same atoms but different shapes are called what?
|
[
"monomers",
"alcohols",
"isotopes",
"isomers"
] |
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:::
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:::
In chemistry, an open-chain compound (also spelled as open chain compound) or acyclic compound (Greek prefix "α", without and "κύκλος", cycle) is a compound with a linear structure, rather than a cyclic one.
An open-chain compound having no side groups is called a straight-chain compound (also spelled as straight chain compound). Many of the simple molecules of organic chemistry, such as the alkanes and alkenes, have both linear and ring isomers, that is, both acyclic and cyclic. For those with 4 or more carbons, the linear forms can have straight-chain or branched-chain isomers. The lowercase prefix n- denotes the straight-chain isomer; for example, n-butane is straight-chain butane, whereas i-butane is isobutane. Cycloalkanes are isomers of alkenes, not of alkanes, because the ring's closure involves a C-C bond. Having no rings (aromatic or otherwise), all open-chain compounds are aliphatic.
Typically in biochemistry, some isomers are more prevalent than others. For example, in living organisms, the open-chain isomer of glucose usually exists only transiently, in small amounts; D-glucose is the usual isomer; and L-glucose is rare.
Straight-chain molecules are often not literally straight, in the sense that their bond angles are often not 180°, but the name reflects that they are schematically straight. For example, the straight-chain alkanes are wavy or "puckered", as the models below show.
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Alkenes with the same atoms but different shapes are called what?
A. monomers
B. alcohols
C. isotopes
D. isomers
Answer:
|
|
scienceQA-1032
|
multiple_choice
|
Which of the following organisms is the decomposer in this food web?
|
[
"gray fox",
"black bear",
"swallowtail caterpillar",
"bolete fungus"
] |
D
|
Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The black bear has an arrow pointing from it. So, the black bear is not a decomposer.
The bolete fungus does not have arrows pointing from it to other organisms. So, the bolete fungus is a decomposer.
The parasol fungus does not have arrows pointing from it to other organisms. So, the parasol fungus is a decomposer.
The swallowtail caterpillar has arrows pointing from it. So, the swallowtail caterpillar is not a decomposer.
The gray fox has arrows pointing from it. So, the gray fox is not a decomposer.
|
Relavent Documents:
Document 0:::
Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food.
Classification of consumer types
The standard categorization
Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists.
The Getz categorization
Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage.
In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal
Document 1:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 2:::
Decomposers are organisms that break down dead or decaying organisms; they carry out decomposition, a process possible by only certain kingdoms, such as fungi. Like herbivores and predators, decomposers are heterotrophic, meaning that they use organic substrates to get their energy, carbon and nutrients for growth and development. While the terms decomposer and detritivore are often interchangeably used, detritivores ingest and digest dead matter internally, while decomposers directly absorb nutrients through external chemical and biological processes. Thus, invertebrates such as earthworms, woodlice, and sea cucumbers are technically detritivores, not decomposers, since they are unable to absorb nutrients without ingesting them.
Fungi
The primary decomposer of litter in many ecosystems is fungi. Unlike bacteria, which are unicellular organisms and are decomposers as well, most saprotrophic fungi grow as a branching network of hyphae. While bacteria are restricted to growing and feeding on the exposed surfaces of organic matter, fungi can use their hyphae to penetrate larger pieces of organic matter, below the surface. Additionally, only wood-decay fungi have evolved the enzymes necessary to decompose lignin, a chemically complex substance found in wood. These two factors make fungi the primary decomposers in forests, where litter has high concentrations of lignin and often occurs in large pieces. Fungi decompose organic matter by releasing enzymes to break down the decaying material, after which they absorb the nutrients in the decaying material. Hyphae are used to break down matter and absorb nutrients and are also used in reproduction. When two compatible fungi hyphae grow close to each other, they will then fuse together for reproduction, and form another fungus.
See also
Chemotroph
Micro-animals
Microorganism
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
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Necrophages are organisms that obtain nutrients by consuming decomposing dead animal biomass, such as the muscle and soft tissue of carcasses and corpses. The term derives from Greek , meaning 'dead', and , meaning 'to eat.' Mainly, necrophages are species within the phylum Arthropoda; however, other animals, such as gastropods and Accipitrimorphae birds have been noted to engage in necrophagy.
Necrophages play a critical role in the study of forensic entomology, as certain Arthropoda, such as Diptera larvae, engage in myiasis and colonization of the human body.
Invertebrates
Diptera
Members of the order Diptera, such as Nematocera, Calliphoridae, Sacrophagidae, and Muscidae, as well as semi-aquatic Diptera larvae, such as Simuliidae and Chironomidae, are the most common necrophages within the Animalia kingdom. Diptera species play a critical role in forensic entomology, as they tend to colonize the human body during the early floating phase of decomposition. The flies utilize the submerged corpse as a source of food as well as an attachment site. Notably, Diptera do not specifically colonize and feed on human carcasses. Diptera species, such as Musca domestica and Chloroprocta idioidea have been observed feeding on the carcasses of other mammalian carcasses, including the Mona monkey, the European rabbit, and the Giant cane rat, as well as fish carrion. The carcass' appeal is characterized by the putridness of the odour it emits; thus, the olfactory system of Diptera species plays a role in their food selectivity. In addition, the diversity and abundance of Diptera species vary both spatially and temporally. Necrophagous Diptera, such as Calliphora vicina, tend to be concentrated in urban areas and rare in more rural areas. However, some researchers oppose this notion and claim anthropogenic impacts are negligible regarding species richness. Temporally, the necrophagous Diptera are observed in higher abundances in the summer season than the winter season. The p
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of the following organisms is the decomposer in this food web?
A. gray fox
B. black bear
C. swallowtail caterpillar
D. bolete fungus
Answer:
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sciq-11477
|
multiple_choice
|
If pressure is exerted on the rock from one direction, the rock forms layers. this is called what?
|
[
"stratification",
"protonation",
"sedimentation",
"foliation"
] |
D
|
Relavent Documents:
Document 0:::
The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events.
Correlating the rock record
At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition.
However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale
Document 1:::
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
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In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects.
Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting.
Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete.
Study
Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the
Document 3:::
Sediment transport is the movement of solid particles (sediment), typically due to a combination of gravity acting on the sediment, and the movement of the fluid in which the sediment is entrained. Sediment transport occurs in natural systems where the particles are clastic rocks (sand, gravel, boulders, etc.), mud, or clay; the fluid is air, water, or ice; and the force of gravity acts to move the particles along the sloping surface on which they are resting. Sediment transport due to fluid motion occurs in rivers, oceans, lakes, seas, and other bodies of water due to currents and tides. Transport is also caused by glaciers as they flow, and on terrestrial surfaces under the influence of wind. Sediment transport due only to gravity can occur on sloping surfaces in general, including hillslopes, scarps, cliffs, and the continental shelf—continental slope boundary.
Sediment transport is important in the fields of sedimentary geology, geomorphology, civil engineering, hydraulic engineering and environmental engineering (see applications, below). Knowledge of sediment transport is most often used to determine whether erosion or deposition will occur, the magnitude of this erosion or deposition, and the time and distance over which it will occur.
Mechanisms
Aeolian
Aeolian or eolian (depending on the parsing of æ) is the term for sediment transport by wind. This process results in the formation of ripples and sand dunes. Typically, the size of the transported sediment is fine sand (<1 mm) and smaller, because air is a fluid with low density and viscosity, and can therefore not exert very much shear on its bed.
Bedforms are generated by aeolian sediment transport in the terrestrial near-surface environment. Ripples and dunes form as a natural self-organizing response to sediment transport.
Aeolian sediment transport is common on beaches and in the arid regions of the world, because it is in these environments that vegetation does not prevent the presence and motion
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Rock mechanics is a theoretical and applied science of the mechanical behavior of rocks and rock masses.
Compared to geology, it is the branch of mechanics concerned with the response of rock and rock masses to the force fields of their physical environment.
Background
Rock mechanics is part of a much broader subject of geomechanics, which is concerned with the mechanical responses of all geological materials, including soils.
Rock mechanics is concerned with the application of the principles of engineering mechanics to the design of structures built in or on rock. The structure could include many objects such as a drilling well, a mine shaft, a tunnel, a reservoir dam, a repository component, or a building. Rock mechanics is used in many engineering disciplines, but is primarily used in Mining, Civil, Geotechnical, Transportation, and Petroleum Engineering.
Rock mechanics answers questions such as, "is reinforcement necessary for a rock, or will it be able to handle whatever load it is faced with?" It also includes the design of reinforcement systems, such as rock bolting patterns.
Assessing the Project Site
Before any work begins, the construction site must be investigated properly to inform of the geological conditions of the site. Field observations, deep drilling, and geophysical surveys, can all give necessary information to develop a safe construction plan and create a site geological model. The level of investigation conducted at this site depends on factors such as budget, time frame, and expected geological conditions.
The first step of the investigation is the collection of maps and aerial photos to analyze. This can provide information about potential sinkholes, landslides, erosion, etc. Maps can provide information on the rock type of the site, geological structure, and boundaries between bedrock units.
Boreholes
Creating a borehole is a technique that consists of drilling through the ground in various areas at various depths, to get a bett
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
If pressure is exerted on the rock from one direction, the rock forms layers. this is called what?
A. stratification
B. protonation
C. sedimentation
D. foliation
Answer:
|
|
sciq-2657
|
multiple_choice
|
Gravitational force on a large scale dominates interactions between large objects because it is always what?
|
[
"vulnerable",
"suitable",
"attractive",
"ugly"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 2:::
Applied physics is the application of physics to solve scientific or engineering problems. It is usually considered a bridge or a connection between physics and engineering.
"Applied" is distinguished from "pure" by a subtle combination of factors, such as the motivation and attitude of researchers and the nature of the relationship to the technology or science that may be affected by the work. Applied physics is rooted in the fundamental truths and basic concepts of the physical sciences but is concerned with the utilization of scientific principles in practical devices and systems and with the application of physics in other areas of science and high technology.
Examples of research and development areas
Accelerator physics
Acoustics
Atmospheric physics
Biophysics
Brain–computer interfacing
Chemistry
Chemical physics
Differentiable programming
Artificial intelligence
Scientific computing
Engineering physics
Chemical engineering
Electrical engineering
Electronics
Sensors
Transistors
Materials science and engineering
Metamaterials
Nanotechnology
Semiconductors
Thin films
Mechanical engineering
Aerospace engineering
Astrodynamics
Electromagnetic propulsion
Fluid mechanics
Military engineering
Lidar
Radar
Sonar
Stealth technology
Nuclear engineering
Fission reactors
Fusion reactors
Optical engineering
Photonics
Cavity optomechanics
Lasers
Photonic crystals
Geophysics
Materials physics
Medical physics
Health physics
Radiation dosimetry
Medical imaging
Magnetic resonance imaging
Radiation therapy
Microscopy
Scanning probe microscopy
Atomic force microscopy
Scanning tunneling microscopy
Scanning electron microscopy
Transmission electron microscopy
Nuclear physics
Fission
Fusion
Optical physics
Nonlinear optics
Quantum optics
Plasma physics
Quantum technology
Quantum computing
Quantum cryptography
Renewable energy
Space physics
Spectroscopy
See also
Applied science
Applied mathematics
Engineering
Engineering Physics
High Technology
Document 3:::
Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education.
Ancient Greece
Aristotle wrote what is considered now as the first textbook of physics. Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas.
Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts.
Hong Kong
High schools
In Hong Kong, physics is a subject for public examination. Local students in Form 6 take the public exam of Hong Kong Diploma of Secondary Education (HKDSE).
Compare to the other syllabus include GCSE, GCE etc. which learn wider and boarder of different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations. Topics are narrow down to a smaller amount compared to the A-level due to the insufficient teachi
Document 4:::
In physics, gravitational acceleration is the acceleration of an object in free fall within a vacuum (and thus without experiencing drag). This is the steady gain in speed caused exclusively by the force of gravitational attraction. All bodies accelerate in vacuum at the same rate, regardless of the masses or compositions of the bodies; the measurement and analysis of these rates is known as gravimetry.
At a fixed point on the surface, the magnitude of Earth's gravity results from combined effect of gravitation and the centrifugal force from Earth's rotation. At different points on Earth's surface, the free fall acceleration ranges from , depending on altitude, latitude, and longitude. A conventional standard value is defined exactly as 9.80665 m/s² (about 32.1740 ft/s²). Locations of significant variation from this value are known as gravity anomalies. This does not take into account other effects, such as buoyancy or drag.
Relation to the Universal Law
Newton's law of universal gravitation states that there is a gravitational force between any two masses that is equal in magnitude for each mass, and is aligned to draw the two masses toward each other. The formula is:
where and are any two masses, is the gravitational constant, and is the distance between the two point-like masses.
Using the integral form of Gauss's Law, this formula can be extended to any pair of objects of which one is far more massive than the other — like a planet relative to any man-scale artifact. The distances between planets and between the planets and the Sun are (by many orders of magnitude) larger than the sizes of the sun and the planets. In consequence both the sun and the planets can be considered as point masses and the same formula applied to planetary motions. (As planets and natural satellites form pairs of comparable mass, the distance 'r' is measured from the common centers of mass of each pair rather than the direct total distance between planet centers.)
If one
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Gravitational force on a large scale dominates interactions between large objects because it is always what?
A. vulnerable
B. suitable
C. attractive
D. ugly
Answer:
|
|
sciq-9990
|
multiple_choice
|
Cold fronts in winter may bring what type of storm?
|
[
"typhoon",
"showers",
"monsoon",
"snow storm"
] |
D
|
Relavent Documents:
Document 0:::
This is a list of meteorology topics. The terms relate to meteorology, the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting. (see also: List of meteorological phenomena)
A
advection
aeroacoustics
aerobiology
aerography (meteorology)
aerology
air parcel (in meteorology)
air quality index (AQI)
airshed (in meteorology)
American Geophysical Union (AGU)
American Meteorological Society (AMS)
anabatic wind
anemometer
annular hurricane
anticyclone (in meteorology)
apparent wind
Atlantic Oceanographic and Meteorological Laboratory (AOML)
Atlantic hurricane season
atmometer
atmosphere
Atmospheric Model Intercomparison Project (AMIP)
Atmospheric Radiation Measurement (ARM)
(atmospheric boundary layer [ABL]) planetary boundary layer (PBL)
atmospheric chemistry
atmospheric circulation
atmospheric convection
atmospheric dispersion modeling
atmospheric electricity
atmospheric icing
atmospheric physics
atmospheric pressure
atmospheric sciences
atmospheric stratification
atmospheric thermodynamics
atmospheric window (see under Threats)
B
ball lightning
balloon (aircraft)
baroclinity
barotropity
barometer ("to measure atmospheric pressure")
berg wind
biometeorology
blizzard
bomb (meteorology)
buoyancy
Bureau of Meteorology (in Australia)
C
Canada Weather Extremes
Canadian Hurricane Centre (CHC)
Cape Verde-type hurricane
capping inversion (in meteorology) (see "severe thunderstorms" in paragraph 5)
carbon cycle
carbon fixation
carbon flux
carbon monoxide (see under Atmospheric presence)
ceiling balloon ("to determine the height of the base of clouds above ground level")
ceilometer ("to determine the height of a cloud base")
celestial coordinate system
celestial equator
celestial horizon (rational horizon)
celestial navigation (astronavigation)
celestial pole
Celsius
Center for Analysis and Prediction of Storms (CAPS) (in Oklahoma in the US)
Center for the Study o
Document 1:::
The following outline is provided as an overview of and topical guide to the field of Meteorology.
Meteorology The interdisciplinary, scientific study of the Earth's atmosphere with the primary focus being to understand, explain, and forecast weather events. Meteorology, is applied to and employed by a wide variety of diverse fields, including the military, energy production, transport, agriculture, and construction.
Essence of meteorology
Meteorology
Climate – the average and variations of weather in a region over long periods of time.
Meteorology – the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting (in contrast with climatology).
Weather – the set of all the phenomena in a given atmosphere at a given time.
Branches of meteorology
Microscale meteorology – the study of atmospheric phenomena about 1 km or less, smaller than mesoscale, including small and generally fleeting cloud "puffs" and other small cloud features
Mesoscale meteorology – the study of weather systems about 5 kilometers to several hundred kilometers, smaller than synoptic scale systems but larger than microscale and storm-scale cumulus systems, skjjoch as sea breezes, squall lines, and mesoscale convective complexes
Synoptic scale meteorology – is a horizontal length scale of the order of 1000 kilometres (about 620 miles) or more
Methods in meteorology
Surface weather analysis – a special type of weather map that provides a view of weather elements over a geographical area at a specified time based on information from ground-based weather stations
Weather forecasting
Weather forecasting – the application of science and technology to predict the state of the atmosphere for a future time and a given location
Data collection
Pilot Reports
Weather maps
Weather map
Surface weather analysis
Forecasts and reporting of
Atmospheric pressure
Dew point
High-pressure area
Ice
Black ice
Frost
Low-pressure area
Precipitation
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
The Emergency Managers Weather Information Network (EMWIN) is a system for distributing a live stream of weather information in the United States. The backbone of the system is operated via satellite by the U.S. National Weather Service (NWS), but data are transmitted over radio repeaters by the NWS, citizens, and other organizations in many regions, and information can also be downloaded via the Internet. Local VHF/UHF radio rebroadcasts and older-generation EMWIN satellite systems operate at the speeds of 1200 and 9600 baud. EMWIN data consists of textual observational and forecast information, including a limited number of cloud and radar images. The new EMWIN, labeled EMWIN-N, began being upgraded in 2009. The upgrade continues through 2011 to ready older GOES satellites to provide a higher speed of 19.2 kbit/s. The data broadcasts are monetarily free with both local rebroadcasts and satellite feeds. EMWIN via Twitter may be done by anyone to spread information on all types of emergencies to virtually unlimited numbers of people in real time also.
EMWIN weather data is primarily transmitted over GOES satellites that observe the United States. The new satellites are the GOES-R series, and are designated GOES 16 and GOES 17.
On February 13, 2017 it suffered a service disruption.
Document 4:::
Storm spotting is a form of weather spotting in which observers watch for the approach of severe weather, monitor its development and progression, and actively relay their findings to local authorities.
History
Storm spotting developed in the United States during the early 1940s. A joint project between the military and the weather bureau saw the deployment of trained military and aviation lightning spotters in areas where ammunitions for the war were manufactured. During 1942, a serious tornado struck a key operations center in Oklahoma and another tornado on May 15, 1943 destroyed parts of the Fort Riley military base located in Kansas. After these two events and a string of other tornado outbreaks, spotter networks became commonplace, and it is estimated that there were over 200 networks by 1945. Their mandate had also changed to include reporting all types of active or severe weather; this included giving snow depth and other reports during the winter as well as fire reports in the summer, along with the more typical severe weather reports associated with thunderstorms. However, spotting was still mainly carried out by trained individuals in either the military, aviation, or law enforcement fields of service. It was not until 1947 that volunteer spotting, as it exists today, was born.
After a series of vicious tornado outbreaks hit the state of Texas in 1947, the state placed special emphasis on volunteer spotting, and the local weather offices began to offer basic training classes to the general public. Spotting required the delivery of timely information so that warnings could be issued as quickly as possible, thus civilian landline phone calls and amateur radio operators provided the most efficient and fastest means of communication. While phone lines were reliable to a degree, a common problem was the loss of service when an approaching storm damaged phone lines in its path. This eventually led to amateur radio becoming the predominant means of communicat
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Cold fronts in winter may bring what type of storm?
A. typhoon
B. showers
C. monsoon
D. snow storm
Answer:
|
|
sciq-1661
|
multiple_choice
|
What do some plants produce that protects dormant seeds and aids in their dispersal?
|
[
"fruit",
"stems",
"roots",
"leaves"
] |
A
|
Relavent Documents:
Document 0:::
What a Plant Knows is a popular science book by Daniel Chamovitz, originally published in 2012, discussing the sensory system of plants. A revised edition was published in 2017.
Release details / Editions / Publication
Hardcover edition, 2012
Paperback version, 2013
Revised edition, 2017
What a Plant Knows has been translated and published in a number of languages.
Document 1:::
Seed predation, often referred to as granivory, is a type of plant-animal interaction in which granivores (seed predators) feed on the seeds of plants as a main or exclusive food source, in many cases leaving the seeds damaged and not viable. Granivores are found across many families of vertebrates (especially mammals and birds) as well as invertebrates (mainly insects); thus, seed predation occurs in virtually all terrestrial ecosystems. Seed predation is commonly divided into two distinctive temporal categories, pre-dispersal and post-dispersal predation, which affect the fitness of the parental plant and the dispersed offspring (the seed), respectively. Mitigating pre- and post-dispersal predation may involve different strategies. To counter seed predation, plants have evolved both physical defenses (e.g. shape and toughness of the seed coat) and chemical defenses (secondary compounds such as tannins and alkaloids). However, as plants have evolved seed defenses, seed predators have adapted to plant defenses (e.g., ability to detoxify chemical compounds). Thus, many interesting examples of coevolution arise from this dynamic relationship.
Seeds and their defenses
Plant seeds are important sources of nutrition for animals across most ecosystems. Seeds contain food storage organs (e.g., endosperm) that provide nutrients to the developing plant embryo (cotyledon). This makes seeds an attractive food source for animals because they are a highly concentrated and localized nutrient source in relation to other plant parts.
Seeds of many plants have evolved a variety of defenses to deter predation. Seeds are often contained inside protective structures or fruit pulp that encapsulate seeds until they are ripe. Other physical defenses include spines, hairs, fibrous seed coats and hard endosperm. Seeds, especially in arid areas, may have a mucilaginous seed coat that can glue soil to seed hiding it from granivores.
Some seeds have evolved strong anti-herbivore chemical
Document 2:::
Edible plant stems are one part of plants that are eaten by humans. Most plants are made up of stems, roots, leaves, flowers, and produce fruits containing seeds. Humans most commonly eat the seeds (e.g. maize, wheat), fruit (e.g. tomato, avocado, banana), flowers (e.g. broccoli), leaves (e.g. lettuce, spinach, and cabbage), roots (e.g. carrots, beets), and stems (e.g. asparagus of many plants. There are also a few edible petioles (also known as leaf stems) such as celery or rhubarb.
Plant stems have a variety of functions. Stems support the entire plant and have buds, leaves, flowers, and fruits. Stems are also a vital connection between leaves and roots. They conduct water and mineral nutrients through xylem tissue from roots upward, and organic compounds and some mineral nutrients through phloem tissue in any direction within the plant. Apical meristems, located at the shoot tip and axillary buds on the stem, allow plants to increase in length, surface, and mass. In some plants, such as cactus, stems are specialized for photosynthesis and water storage.
Modified stems
Typical stems are located above ground, but there are modified stems that can be found either above or below ground. Modified stems located above ground are phylloids, stolons, runners, or spurs. Modified stems located below ground are corms, rhizomes, and tubers.
Detailed description of edible plant stems
Asparagus The edible portion is the rapidly emerging stems that arise from the crowns in the
Bamboo The edible portion is the young shoot (culm).
Birch Trunk sap is drunk as a tonic or rendered into birch syrup, vinegar, beer, soft drinks, and other foods.
Broccoli The edible portion is the peduncle stem tissue, flower buds, and some small leaves.
Cauliflower The edible portion is proliferated peduncle and flower tissue.
Cinnamon Many favor the unique sweet flavor of the inner bark of cinnamon, and it is commonly used as a spice.
Fig The edible portion is stem tissue. The
Document 3:::
Plants are the eukaryotes that form the kingdom Plantae; they are predominantly photosynthetic. This means that they obtain their energy from sunlight, using chloroplasts derived from endosymbiosis with cyanobacteria to produce sugars from carbon dioxide and water, using the green pigment chlorophyll. Exceptions are parasitic plants that have lost the genes for chlorophyll and photosynthesis, and obtain their energy from other plants or fungi.
Historically, as in Aristotle's biology, the plant kingdom encompassed all living things that were not animals, and included algae and fungi. Definitions have narrowed since then; current definitions exclude the fungi and some of the algae. By the definition used in this article, plants form the clade Viridiplantae (green plants), which consists of the green algae and the embryophytes or land plants (hornworts, liverworts, mosses, lycophytes, ferns, conifers and other gymnosperms, and flowering plants). A definition based on genomes includes the Viridiplantae, along with the red algae and the glaucophytes, in the clade Archaeplastida.
There are about 380,000 known species of plants, of which the majority, some 260,000, produce seeds. They range in size from single cells to the tallest trees. Green plants provide a substantial proportion of the world's molecular oxygen; the sugars they create supply the energy for most of Earth's ecosystems; other organisms, including animals, either consume plants directly or rely on organisms which do so.
Grain, fruit, and vegetables are basic human foods and have been domesticated for millennia. People use plants for many purposes, such as building materials, ornaments, writing materials, and, in great variety, for medicines. The scientific study of plants is known as botany, a branch of biology.
Definition
Taxonomic history
All living things were traditionally placed into one of two groups, plants and animals. This classification dates from Aristotle (384–322 BC), who distinguished d
Document 4:::
The Desert Garden Conservatory is a large botanical greenhouse and part of the Huntington Library, Art Collections and Botanical Gardens, in San Marino, California. It was constructed in 1985. The Desert Garden Conservatory is adjacent to the Huntington Desert Garden itself. The garden houses one of the most important collections of cacti and other succulent plants in the world, including a large number of rare and endangered species. The Desert Garden Conservatory serves The Huntington and public communities as a conservation facility, research resource and genetic diversity preserve. John N. Trager is the Desert Collection curator.
There are an estimated 10,000 succulents worldwide, about 1,500 of them classified as cacti. The Huntington Desert Garden Conservatory now contains more than 2,200 accessions, representing more than 43 plant families, 1,261 different species and subspecies, and 246 genera. The plant collection contains examples from the world's major desert regions, including the southern United States, Argentina, Bolivia, Chile, Brazil, Canary Islands, Madagascar, Malawi, Mexico and South Africa. The Desert Collection plays a critical role as a repository of biodiversity, in addition to serving as an outreach and education center.
Propagation program to save rare and endangered plants
Some studies estimate that as many as two-thirds of the world's flora and fauna may become extinct during the course of the 21st century, the result of global warming and encroaching development. Scientists alarmed by these prospects are working diligently to propagate plants outside their natural habitats, in protected areas. Ex-situ cultivation, as this practice is known, can serve as a stopgap for plants that will otherwise be lost to the world as their habitats disappear. To this end, The Huntington has a program to protect and plant propagate endangered plant species, designated International Succulent Introductions (ISI).
The aim of the ISI program is to pr
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do some plants produce that protects dormant seeds and aids in their dispersal?
A. fruit
B. stems
C. roots
D. leaves
Answer:
|
|
ai2_arc-551
|
multiple_choice
|
Water used in a factory is heated to 75 degrees Celsius. It is discharged into a nearby river that has a normal temperature of 20 degrees Celsius. Which should most likely be done to minimize damage to the river?
|
[
"decrease the temperature of the factory water",
"increase the temperature of the river water",
"remove the vegetation from the river",
"add more fish to the river"
] |
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:::
Fair river sharing is a kind of a fair division problem in which the waters of a river has to be divided among countries located along the river. It differs from other fair division problems in that the resource to be divided—the water—flows in one direction—from upstream countries to downstream countries. To attain any desired division, it may be required to limit the consumption of upstream countries, but this may require to give these countries some monetary compensation.
In addition to sharing river water, which is an economic good, it is often required to share river pollution (or the cost of cleaning it), which is an economic bad.
River sharing in practice
There are 148 rivers in the world flowing through two countries, 30 through three, nine through four and 13 through five or more. Some notable examples are:
The Jordan river, whose sources run from upstream Lebanon and Syria to downstream Israel and Jordan. The attempts of Syria to divert the Jordan river, starting in 1965, are cited as one of the reasons for the Six-Day War. Later, in 1994, the Israel–Jordan peace treaty determined a sharing of the waters between Israel and Jordan, by which Jordan receives water per year.
The Nile, running from upstream Ethiopia through Sudan to downstream Egypt. There is a long history of disputes over the Nile agreements of 1929 and 1959.
The Ganges, running from upstream India to downstream Bangladesh. There was controversy over the operation of the Farakka Barrage.
Between Mexico and the United States, there was controversy over the desalination facility in the Morelos Dam.
The Mekong runs from China's Yunnan Province to Myanmar, Laos, Thailand, Cambodia, and Vietnam. In 1995, Laos, Thailand, Cambodia, and Vietnam established the Mekong River Commission to assist in the management and coordinated use of the Mekong's resources. In 1996 China and Myanmar became "dialogue partners" of the MRC and the six countries now work together within a cooperative framework.
Document 2:::
Wet Processing Engineering is one of the major streams in Textile Engineering or Textile manufacturing which refers to the engineering of textile chemical processes and associated applied science. The other three streams in textile engineering are yarn engineering, fabric engineering, and apparel engineering. The processes of this stream are involved or carried out in an aqueous stage. Hence, it is called a wet process which usually covers pre-treatment, dyeing, printing, and finishing.
The wet process is usually done in the manufactured assembly of interlacing fibers, filaments and yarns, having a substantial surface (planar) area in relation to its thickness, and adequate mechanical strength to give it a cohesive structure. In other words, the wet process is done on manufactured fiber, yarn and fabric.
All of these stages require an aqueous medium which is created by water. A massive amount of water is required in these processes per day. It is estimated that, on an average, almost 50–100 liters of water is used to process only 1 kilogram of textile goods, depending on the process engineering and applications. Water can be of various qualities and attributes. Not all water can be used in the textile processes; it must have some certain properties, quality, color and attributes of being used. This is the reason why water is a prime concern in wet processing engineering.
Water
Water consumption and discharge of wastewater are the two major concerns. The textile industry uses a large amount of water in its varied processes especially in wet operations such as pre-treatment, dyeing, and printing. Water is required as a solvent of various dyes and chemicals and it is used in washing or rinsing baths in different steps. Water consumption depends upon the application methods, processes, dyestuffs, equipment/machines and technology which may vary mill to mill and material composition. Longer processing sequences, processing of extra dark colors and reprocessing lead
Document 3:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 4:::
Water cascade analysis (WCA) is a technique to calculate the minimum flowrate target for feedwater and wastewater for continuous water-using processes.
Principle
It is a tabular and numerical alternative to the water surplus diagram in Water Pinch which can be used to identify opportunities for reduction in feedwater usage and the design of water distribution networks. The WCA is done in three steps, a global analysis of water distribution and consumption in the network, establishing baseline minimum water targets and redesign of the water network to achieve these targets.
History
WCA was first introduced by Manan, Tan and Foo in 2004. Since then, it has been widely used as a tool for water conservation in industrial process plants. A Time dependent water cascade analysis was presented later on. A variation of the WCA is the gas cascade analysis (GCA).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Water used in a factory is heated to 75 degrees Celsius. It is discharged into a nearby river that has a normal temperature of 20 degrees Celsius. Which should most likely be done to minimize damage to the river?
A. decrease the temperature of the factory water
B. increase the temperature of the river water
C. remove the vegetation from the river
D. add more fish to the river
Answer:
|
|
sciq-8741
|
multiple_choice
|
Polymers, ceramics, adhesives, coatings, and liquid crystals are examples of materials recently discovered or developed by what type of scientists?
|
[
"material scientists",
"chemists",
"engineers",
"geologists"
] |
B
|
Relavent Documents:
Document 0:::
Material is a substance or mixture of substances that constitutes an object. Materials can be pure or impure, living or non-living matter. Materials can be classified on the basis of their physical and chemical properties, or on their geological origin or biological function. Materials science is the study of materials, their properties and their applications.
Raw materials can be processed in different ways to influence their properties, by purification, shaping or the introduction of other materials. New materials can be produced from raw materials by synthesis.
In industry, materials are inputs to manufacturing processes to produce products or more complex materials.
Historical elements
Materials chart the history of humanity. The system of the three prehistoric ages (Stone Age, Bronze Age, Iron Age) were succeeded by historical ages: steel age in the 19th century, polymer age in the middle of the following century (plastic age) and silicon age in the second half of the 20th century.
Classification by use
Materials can be broadly categorized in terms of their use, for example:
Building materials are used for construction
Building insulation materials are used to retain heat within buildings
Refractory materials are used for high-temperature applications
Nuclear materials are used for nuclear power and weapons
Aerospace materials are used in aircraft and other aerospace applications
Biomaterials are used for applications interacting with living systems
Material selection is a process to determine which material should be used for a given application.
Classification by structure
The relevant structure of materials has a different length scale depending on the material. The structure and composition of a material can be determined by microscopy or spectroscopy.
Microstructure
In engineering, materials can be categorised according to their microscopic structure:
Plastics: a wide range of synthetic or semi-synthetic materials that use polymers as a main ingred
Document 1:::
Major innovations in materials technology
BC
28,000 BC – People wear beads, bracelets, and pendants
14,500 BC – First pottery, made by the Jōmon people of Japan.
6th millennium BC – Copper metallurgy is invented and copper is used for ornamentation (see Pločnik article)
2nd millennium BC – Bronze is used for weapons and armor
16th century BC – The Hittites develop crude iron metallurgy
13th century BC – Invention of steel when iron and charcoal are combined properly
10th century BC – Glass production begins in ancient Near East
1st millennium BC – Pewter beginning to be used in China and Egypt
1000 BC – The Phoenicians introduce dyes made from the purple murex.
3rd century BC – Wootz steel, the first crucible steel, is invented in ancient India
50s BC – Glassblowing techniques flourish in Phoenicia
20s BC – Roman architect Vitruvius describes low-water-content method for mixing concrete
1st millennium
3rd century – Cast iron widely used in Han Dynasty China
300 – Greek alchemist Zomius, summarizing the work of Egyptian alchemists, describes arsenic and lead acetate
4th century – Iron pillar of Delhi is the oldest surviving example of corrosion-resistant steel
8th century – Porcelain is invented in Tang Dynasty China
8th century – Tin-glazing of ceramics invented by Muslim chemists and potters in Basra, Iraq
9th century – Stonepaste ceramics invented in Iraq
900 – First systematic classification of chemical substances appears in the works attributed to Jābir ibn Ḥayyān (Latin: Geber) and in those of the Persian alchemist and physician Abū Bakr al-Rāzī ( 865–925, Latin: Rhazes)
900 – Synthesis of ammonium chloride from organic substances described in the works attributed to Jābir ibn Ḥayyān (Latin: Geber)
900 – Abū Bakr al-Rāzī describes the preparation of plaster of Paris and metallic antimony
9th century – Lustreware appears in Mesopotamia
2nd millennium
1000 – Gunpowder is developed in China
1340 – In Liège, Belgium, the first blast furnaces for the production
Document 2:::
This is a list of analysis methods used in materials science. Analysis methods are listed by their acronym, if one exists.
Symbols
μSR – see muon spin spectroscopy
χ – see magnetic susceptibility
A
AAS – Atomic absorption spectroscopy
AED – Auger electron diffraction
AES – Auger electron spectroscopy
AFM – Atomic force microscopy
AFS – Atomic fluorescence spectroscopy
Analytical ultracentrifugation
APFIM – Atom probe field ion microscopy
APS – Appearance potential spectroscopy
ARPES – Angle resolved photoemission spectroscopy
ARUPS – Angle resolved ultraviolet photoemission spectroscopy
ATR – Attenuated total reflectance
B
BET – BET surface area measurement (BET from Brunauer, Emmett, Teller)
BiFC – Bimolecular fluorescence complementation
BKD – Backscatter Kikuchi diffraction, see EBSD
BRET – Bioluminescence resonance energy transfer
BSED – Back scattered electron diffraction, see EBSD
C
CAICISS – Coaxial impact collision ion scattering spectroscopy
CARS – Coherent anti-Stokes Raman spectroscopy
CBED – Convergent beam electron diffraction
CCM – Charge collection microscopy
CDI – Coherent diffraction imaging
CE – Capillary electrophoresis
CET – Cryo-electron tomography
CL – Cathodoluminescence
CLSM – Confocal laser scanning microscopy
COSY – Correlation spectroscopy
Cryo-EM – Cryo-electron microscopy
Cryo-SEM – Cryo-scanning electron microscopy
CV – Cyclic voltammetry
D
DE(T)A – Dielectric thermal analysis
dHvA – De Haas–van Alphen effect
DIC – Differential interference contrast microscopy
Dielectric spectroscopy
DLS – Dynamic light scattering
DLTS – Deep-level transient spectroscopy
DMA – Dynamic mechanical analysis
DPI – Dual polarisation interferometry
DRS – Diffuse reflection spectroscopy
DSC – Differential scanning calorimetry
DTA – Differential thermal analysis
DVS – Dynamic vapour sorption
E
EBIC – Electron beam induced current (see IBIC: ion beam induced charge)
EBS – Elastic (non-Rutherford) backscatterin
Document 3:::
Aerospace materials are materials, frequently metal alloys, that have either been developed for, or have come to prominence through their use for aerospace purposes.
These uses often require exceptional performance, strength or heat resistance, even at the cost of considerable expense in their production or machining. Others are chosen for their long-term reliability in this safety-conscious field, particularly for their resistance to fatigue.
The field of materials engineering is an important one within aerospace engineering. Its practice is defined by the international standards bodies who maintain standards for the materials and processes involved. Engineers in this field may often have studied for degrees or post-graduate qualifications in it as a speciality.
History
Edwardian period
The first aerospace materials were those long-established and often naturally occurring materials used to construct the first aircraft. These included such mundane materials as timber for wing structures and fabric and dope to cover them. Their quality was of utmost importance and so the timber would be of carefully selected sitka spruce and the covering of irish linen. Standards were required for the selection, manufacture, and use of these materials. These standards were developed informally by manufacturers or government groups such as HM Balloon Factory, later to become RAE Farnborough, often with the assistance of university engineering departments.
The next stage in the development of aerospace materials was to adopt newly developed materials, such as Duralumin the first age hardening aluminum alloy. These offered attributes not previously available. Many of these new materials also required study to determine the extent of these new properties, their behavior and how to make the best use of them. This work was often carried out through the new government-funded national laboratories, such as the Reichsanstalt (German Imperial Institute) or the British National Physical
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.
Polymers, ceramics, adhesives, coatings, and liquid crystals are examples of materials recently discovered or developed by what type of scientists?
A. material scientists
B. chemists
C. engineers
D. geologists
Answer:
|
|
scienceQA-2195
|
multiple_choice
|
What do these two changes have in common?
a log decomposing in the woods
an old sandwich rotting in a trashcan
|
[
"Both are caused by heating.",
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by cooling."
] |
C
|
Step 1: Think about each change.
The breakdown of plant and animal matter by organisms such as fungi and earthworms is called decomposition. A log decomposing in the woods is a chemical change.
As the log breaks down, the type of matter in it changes. Over time, the log becomes softer and has a different smell.
A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
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.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
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 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
The energy systems language, also referred to as energese, or energy circuit language, or generic systems symbols, is a modelling language used for composing energy flow diagrams in the field of systems ecology. It was developed by Howard T. Odum and colleagues in the 1950s during studies of the tropical forests funded by the United States Atomic Energy Commission.
Design intent
The design intent of the energy systems language was to facilitate the generic depiction of energy flows through any scale system while encompassing the laws of physics, and in particular, the laws of thermodynamics (see energy transformation for an example).
In particular H.T. Odum aimed to produce a language which could facilitate the intellectual analysis, engineering synthesis and management of global systems such as the geobiosphere, and its many subsystems. Within this aim, H.T. Odum had a strong concern that many abstract mathematical models of such systems were not thermodynamically valid. Hence he used analog computers to make system models due to their intrinsic value; that is, the electronic circuits are of value for modelling natural systems which are assumed to obey the laws of energy flow, because, in themselves the circuits, like natural systems, also obey the known laws of energy flow, where the energy form is electrical. However Odum was interested not only in the electronic circuits themselves, but also in how they might be used as formal analogies for modeling other systems which also had energy flowing through them. As a result, Odum did not restrict his inquiry to the analysis and synthesis of any one system in isolation. The discipline that is most often associated with this kind of approach, together with the use of the energy systems language is known as systems ecology.
General characteristics
When applying the electronic circuits (and schematics) to modeling ecological and economic systems, Odum believed that generic categories, or characteristic modules, could
Document 3:::
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:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
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 log decomposing in the woods
an old sandwich rotting in a trashcan
A. Both are caused by heating.
B. Both are only physical changes.
C. Both are chemical changes.
D. Both are caused by cooling.
Answer:
|
sciq-5588
|
multiple_choice
|
The process when heat is released is referred to as what?
|
[
"insular",
"exothermic",
"geothermal",
"endothermic"
] |
B
|
Relavent Documents:
Document 0:::
Heat transfer is a discipline of thermal engineering that concerns the generation, use, conversion, and exchange of thermal energy (heat) between physical systems. Heat transfer is classified into various mechanisms, such as thermal conduction, thermal convection, thermal radiation, and transfer of energy by phase changes. Engineers also consider the transfer of mass of differing chemical species (mass transfer in the form of advection), either cold or hot, to achieve heat transfer. While these mechanisms have distinct characteristics, they often occur simultaneously in the same system.
Heat conduction, also called diffusion, is the direct microscopic exchanges of kinetic energy of particles (such as molecules) or quasiparticles (such as lattice waves) through the boundary between two systems. When an object is at a different temperature from another body or its surroundings, heat flows so that the body and the surroundings reach the same temperature, at which point they are in thermal equilibrium. Such spontaneous heat transfer always occurs from a region of high temperature to another region of lower temperature, as described in the second law of thermodynamics.
Heat convection occurs when the bulk flow of a fluid (gas or liquid) carries its heat through the fluid. All convective processes also move heat partly by diffusion, as well. The flow of fluid may be forced by external processes, or sometimes (in gravitational fields) by buoyancy forces caused when thermal energy expands the fluid (for example in a fire plume), thus influencing its own transfer. The latter process is often called "natural convection". The former process is often called "forced convection." In this case, the fluid is forced to flow by use of a pump, fan, or other mechanical means.
Thermal radiation occurs through a vacuum or any transparent medium (solid or fluid or gas). It is the transfer of energy by means of photons or electromagnetic waves governed by the same laws.
Overview
Heat
Document 1:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 2:::
A continuous cooling transformation (CCT) phase diagram is often used when heat treating steel. These diagrams are used to represent which types of phase changes will occur in a material as it is cooled at different rates. These diagrams are often more useful than time-temperature-transformation diagrams because it is more convenient to cool materials at a certain rate (temperature-variable cooling), than to cool quickly and hold at a certain temperature (isothermal cooling).
Types of continuous cooling diagrams
There are two types of continuous cooling diagrams drawn for practical purposes.
Type 1: This is the plot beginning with the transformation start point, cooling with a specific transformation fraction and ending with a transformation finish temperature for all products against transformation time for each cooling curve.
Type 2: This is the plot beginning with the transformation start point, cooling with specific transformation fraction and ending with a transformation finish temperature for all products against cooling rate or bar diameter of the specimen for each type of cooling medium..
See also
Isothermal transformation
Phase diagram
Document 3:::
Thermal decomposition (or thermolysis) is a chemical decomposition caused by heat. The decomposition temperature of a substance is the temperature at which the substance chemically decomposes. The reaction is usually endothermic as heat is required to break chemical bonds in the compound undergoing decomposition. If decomposition is sufficiently exothermic, a positive feedback loop is created producing thermal runaway and possibly an explosion or other chemical reaction.
Decomposition temperature definition
A simple substance (like water) may exist in equilibrium with its thermal decomposition products, effectively halting the decomposition. The equilibrium fraction of decomposed molecules increases with the temperature.
Since thermal decomposition is a kinetic process, the observed temperature of its beginning in most instances will be a function of the experimental conditions and sensitivity of the experimental setup. For rigorous depiction of the process, the use of thermokinetic modeling is recommended.
Examples
Calcium carbonate (limestone or chalk) decomposes into calcium oxide and carbon dioxide when heated. The chemical reaction is as follows:
CaCO3 → CaO + CO2
The reaction is used to make quick lime, which is an industrially important product.
Another example of thermal decomposition is 2Pb(NO3)2 → 2PbO + O2 + 4NO2.
Some oxides, especially of weakly electropositive metals decompose when heated to high enough temperature. A classical example is the decomposition of mercuric oxide to give oxygen and mercury metal. The reaction was used by Joseph Priestley to prepare samples of gaseous oxygen for the first time.
When water is heated to well over 2000 °C, a small percentage of it will decompose into OH, monatomic oxygen, monatomic hydrogen, O2, and H2.
The compound with the highest known decomposition temperature is carbon monoxide at ≈3870 °C (≈7000 °F).
Decomposition of nitrates, nitrites and ammonium compounds
Ammonium dichromate on heating yields nitro
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A thermal reservoir, also thermal energy reservoir or thermal bath, is a thermodynamic system with a heat capacity so large that the temperature of the reservoir changes relatively little when a much more significant amount of heat is added or extracted. As a conceptual simplification, it effectively functions as an infinite pool of thermal energy at a given, constant temperature. Since it can act as an inertial source and sink of heat, it is often also referred to as a heat reservoir or heat bath.
Lakes, oceans and rivers often serve as thermal reservoirs in geophysical processes, such as the weather. In atmospheric science, large air masses in the atmosphere often function as thermal reservoirs.
Since the temperature of a thermal reservoir does not change during the heat transfer, the change of entropy in the reservoir is
The microcanonical partition sum of a heat bath of temperature has the property
where is the Boltzmann constant. It thus changes by the same factor when a given amount of energy is added. The exponential factor in this expression can be identified with the reciprocal of the Boltzmann factor.
For an engineering application, see geothermal heat pump.
See also
Thermal battery
Thermal energy storage
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The process when heat is released is referred to as what?
A. insular
B. exothermic
C. geothermal
D. endothermic
Answer:
|
|
sciq-9514
|
multiple_choice
|
Physical science can be defined as the study of matter and what?
|
[
"natural forces",
"time",
"energy",
"space"
] |
C
|
Relavent Documents:
Document 0:::
This is a list of topics that are included in high school physics curricula or textbooks.
Mathematical Background
SI Units
Scalar (physics)
Euclidean vector
Motion graphs and derivatives
Pythagorean theorem
Trigonometry
Motion and forces
Motion
Force
Linear motion
Linear motion
Displacement
Speed
Velocity
Acceleration
Center of mass
Mass
Momentum
Newton's laws of motion
Work (physics)
Free body diagram
Rotational motion
Angular momentum (Introduction)
Angular velocity
Centrifugal force
Centripetal force
Circular motion
Tangential velocity
Torque
Conservation of energy and momentum
Energy
Conservation of energy
Elastic collision
Inelastic collision
Inertia
Moment of inertia
Momentum
Kinetic energy
Potential energy
Rotational energy
Electricity and magnetism
Ampère's circuital law
Capacitor
Coulomb's law
Diode
Direct current
Electric charge
Electric current
Alternating current
Electric field
Electric potential energy
Electron
Faraday's law of induction
Ion
Inductor
Joule heating
Lenz's law
Magnetic field
Ohm's law
Resistor
Transistor
Transformer
Voltage
Heat
Entropy
First law of thermodynamics
Heat
Heat transfer
Second law of thermodynamics
Temperature
Thermal energy
Thermodynamic cycle
Volume (thermodynamics)
Work (thermodynamics)
Waves
Wave
Longitudinal wave
Transverse waves
Transverse wave
Standing Waves
Wavelength
Frequency
Light
Light ray
Speed of light
Sound
Speed of sound
Radio waves
Harmonic oscillator
Hooke's law
Reflection
Refraction
Snell's law
Refractive index
Total internal reflection
Diffraction
Interference (wave propagation)
Polarization (waves)
Vibrating string
Doppler effect
Gravity
Gravitational potential
Newton's law of universal gravitation
Newtonian constant of gravitation
See also
Outline of physics
Physics education
Document 1:::
Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education.
Ancient Greece
Aristotle wrote what is considered now as the first textbook of physics. Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas.
Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts.
Hong Kong
High schools
In Hong Kong, physics is a subject for public examination. Local students in Form 6 take the public exam of Hong Kong Diploma of Secondary Education (HKDSE).
Compare to the other syllabus include GCSE, GCE etc. which learn wider and boarder of different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations. Topics are narrow down to a smaller amount compared to the A-level due to the insufficient teachi
Document 2:::
In philosophy, philosophy of physics deals with conceptual and interpretational issues in modern physics, many of which overlap with research done by certain kinds of theoretical physicists. Philosophy of physics can be broadly divided into three areas:
interpretations of quantum mechanics: mainly concerning issues with how to formulate an adequate response to the measurement problem and understand what the theory says about reality.
the nature of space and time: Are space and time substances, or purely relational? Is simultaneity conventional or only relative? Is temporal asymmetry purely reducible to thermodynamic asymmetry?
inter-theoretic relations: the relationship between various physical theories, such as thermodynamics and statistical mechanics. This overlaps with the issue of scientific reduction.
Philosophy of space and time
The existence and nature of space and time (or space-time) are central topics in the philosophy of physics.
Time
Time is often thought to be a fundamental quantity (that is, a quantity which cannot be defined in terms of other quantities), because time seems like a fundamentally basic concept, such that one cannot define it in terms of anything simpler. However, certain theories such as loop quantum gravity claim that spacetime is emergent. As Carlo Rovelli, one of the founders of loop quantum gravity has said: "No more fields on spacetime: just fields on fields". Time is defined via measurement—by its standard time interval. Currently, the standard time interval (called "conventional second", or simply "second") is defined as 9,192,631,770 oscillations of a hyperfine transition in the 133 caesium atom. (ISO 31-1). What time is and how it works follows from the above definition. Time then can be combined mathematically with the fundamental quantities of space and mass to define concepts such as velocity, momentum, energy, and fields.
Both Newton and Galileo,
as well as most people up until the 20th century, thought that time wa
Document 3:::
Physics (Greek: physis–φύσις meaning "nature") is the natural science which examines basic concepts such as mass, charge, matter and its motion and all that derives from these, such as energy, force and spacetime. More broadly, it is the general analysis of nature, conducted in order to understand how the world and universe behave.
The index of physics articles is split into multiple pages due to its size.
To navigate by individual letter use the table of contents below.
See also
List of basic physics topics
Document 4:::
Physics First is an educational program in the United States, that teaches a basic physics course in the ninth grade (usually 14-year-olds), rather than the biology course which is more standard in public schools. This course relies on the limited math skills that the students have from pre-algebra and algebra I. With these skills students study a broad subset of the introductory physics canon with an emphasis on topics which can be experienced kinesthetically or without deep mathematical reasoning. Furthermore, teaching physics first is better suited for English Language Learners, who would be overwhelmed by the substantial vocabulary requirements of Biology.
Physics First began as an organized movement among educators around 1990, and has been slowly catching on throughout the United States. The most prominent movement championing Physics First is Leon Lederman's ARISE (American Renaissance in Science Education).
Many proponents of Physics First argue that turning this order around lays the foundations for better understanding of chemistry, which in turn will lead to more comprehension of biology. Due to the tangible nature of most introductory physics experiments, Physics First also lends itself well to an introduction to inquiry-based science education, where students are encouraged to probe the workings of the world in which they live.
The majority of high schools which have implemented "physics first" do so by way of offering two separate classes, at two separate levels: simple physics concepts in 9th grade, followed by more advanced physics courses in 11th or 12th grade. In schools with this curriculum, nearly all 9th grade students take a "Physical Science", or "Introduction to Physics Concepts" course. These courses focus on concepts that can be studied with skills from pre-algebra and algebra I. With these ideas in place, students then can be exposed to ideas with more physics related content in chemistry, and other science electives. After th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Physical science can be defined as the study of matter and what?
A. natural forces
B. time
C. energy
D. space
Answer:
|
|
sciq-962
|
multiple_choice
|
What are materials that are good conductors of thermal energy called?
|
[
"atmospheric conductors",
"geospatial conductors",
"reflective conductors",
"thermal conductors"
] |
D
|
Relavent Documents:
Document 0:::
In heat transfer, thermal engineering, and thermodynamics, thermal conductance and thermal resistance are fundamental concepts that describe the ability of materials or systems to conduct heat and the opposition they offer to the heat current. The ability to manipulate these properties allows engineers to control temperature gradient, prevent thermal shock, and maximize the efficiency of thermal systems. Furthermore, these principles find applications in a multitude of fields, including materials science, mechanical engineering, electronics, and energy management. Knowledge of these principles is crucial in various scientific, engineering, and everyday applications, from designing efficient temperature control, thermal insulation, and thermal management in industrial processes to optimizing the performance of electronic devices.
Thermal conductance (C) measures the ability of a material or system to conduct heat. It provides insights into the ease with which heat can pass through a particular system. It is measured in units of watts per kelvin (W/K). It is essential in the design of heat exchangers, thermally efficient materials, and various engineering systems where the controlled movement of heat is vital.
Conversely, thermal resistance (R) measures the opposition to the heat current in a material or system. It is measured in units of kelvins per watt (K/W) and indicates how much temperature difference (in kelvins) is required to transfer a unit of heat current (in watts) through the material or object. It is essential to optimize the building insulation, evaluate the efficiency of electronic devices, and enhance the performance of heat sinks in various applications.
Objects made of insulators like rubber tend to have very high resistance and low conductance, while objects made of conductors like metals tend to have very low resistance and high conductance. This relationship is quantified by resistivity or conductivity. However, the nature of a material is no
Document 1:::
Thermal engineering is a specialized sub-discipline of mechanical engineering that deals with the movement of heat energy and transfer. The energy can be transferred between two mediums or transformed into other forms of energy. A thermal engineer will have knowledge of thermodynamics and the process to convert generated energy from thermal sources into chemical, mechanical, or electrical energy. Many process plants use a wide variety of machines that utilize components that use heat transfer in some way. Many plants use heat exchangers in their operations. A thermal engineer must allow the proper amount of energy to be transferred for correct use. Too much and the components could fail, too little and the system will not function at all. Thermal engineers must have an understanding of economics and the components that they will be servicing or interacting with. Some components that a thermal engineer could work with include heat exchangers, heat sinks, bi-metals strips, radiators and many more. Some systems that require a thermal engineer include; Boilers, heat pumps, water pumps, engines, and more.
Part of being a thermal engineer is to improve a current system and make it more efficient than the current system. Many industries employ thermal engineers, some main ones are the automotive manufacturing industry, commercial construction, and Heating Ventilation and Cooling industry. Job opportunities for a thermal engineer are very broad and promising.
Thermal engineering may be practiced by mechanical engineers and chemical engineers.
One or more of the following disciplines may be involved in solving a particular thermal engineering problem: Thermodynamics, Fluid mechanics, Heat transfer, or
Mass transfer.
One branch of knowledge used frequently in thermal engineering is that of thermofluids.
Applications
Boiler design
Combustion engines
Cooling systems
Cooling of computer chips
Heat exchangers
HVAC
Process Fired Heaters
Refrigeration Systems
Compressed Air Sy
Document 2:::
In heat transfer, the thermal conductivity of a substance, k, is an intensive property that indicates its ability to conduct heat. For most materials, the amount of heat conducted varies (usually non-linearly) with temperature.
Thermal conductivity is often measured with laser flash analysis. Alternative measurements are also established.
Mixtures may have variable thermal conductivities due to composition. Note that for gases in usual conditions, heat transfer by advection (caused by convection or turbulence for instance) is the dominant mechanism compared to conduction.
This table shows thermal conductivity in SI units of watts per metre-kelvin (W·m−1·K−1). Some measurements use the imperial unit BTUs per foot per hour per degree Fahrenheit ( =
Sortable list
This concerns materials at atmospheric pressure and around .
Analytical list
Thermal conductivities have been measured with longitudinal heat flow methods where the experimental arrangement is so designed to accommodate heat flow in only the axial direction, temperatures are constant, and radial heat loss is prevented or minimized. For the sake of simplicity the conductivities that are found by that method in all of its variations are noted as L conductivities, those that are found by radial measurements of the sort are noted as R conductivities, and those that are found from periodic or transient heat flow are distinguished as P conductivities. Numerous variations of all of the above and various other methods have been discussed by some G. K. White, M. J. Laubits, D. R. Flynn, B. O. Peirce and R. W. Wilson and various other theorists who are noted in an international Data Series from Purdue University, Volume I pages 14a–38a.
This concerns materials at various temperatures and pressures.
See also
Laser flash analysis
List of insulation materials
R-value (insulation)
Thermal transmittance
Specific heat capacity
Thermal conductivity
Thermal conductivities of the elements (data page)
Thermal
Document 3:::
The thermal conductivity of a material is a measure of its ability to conduct heat. It is commonly denoted by , , or and is measured in W·m−1·K−1.
Heat transfer occurs at a lower rate in materials of low thermal conductivity than in materials of high thermal conductivity. For instance, metals typically have high thermal conductivity and are very efficient at conducting heat, while the opposite is true for insulating materials like mineral wool or Styrofoam. Correspondingly, materials of high thermal conductivity are widely used in heat sink applications, and materials of low thermal conductivity are used as thermal insulation. The reciprocal of thermal conductivity is called thermal resistivity.
The defining equation for thermal conductivity is , where is the heat flux, is the thermal conductivity, and is the temperature gradient. This is known as Fourier's Law for heat conduction. Although commonly expressed as a scalar, the most general form of thermal conductivity is a second-rank tensor. However, the tensorial description only becomes necessary in materials which are anisotropic.
Definition
Simple definition
Consider a solid material placed between two environments of different temperatures. Let be the temperature at and be the temperature at , and suppose . An example of this scenario is a building on a cold winter day: the solid material in this case is the building wall, separating the cold outdoor environment from the warm indoor environment.
According to the second law of thermodynamics, heat will flow from the hot environment to the cold one as the temperature difference is equalized by diffusion. This is quantified in terms of a heat flux , which gives the rate, per unit area, at which heat flows in a given direction (in this case minus x-direction). In many materials, is observed to be directly proportional to the temperature difference and inversely proportional to the separation distance :
The constant of proportionality is the thermal
Document 4:::
Thermal paste (also called thermal compound, thermal grease, thermal interface material (TIM), thermal gel, heat paste, heat sink compound, heat sink paste or CPU grease) is a thermally conductive (but usually electrically insulating) chemical compound, which is commonly used as an interface between heat sinks and heat sources such as high-power semiconductor devices. The main role of thermal paste is to eliminate air gaps or spaces (which act as thermal insulation) from the interface area in order to maximize heat transfer and dissipation. Thermal paste is an example of a thermal interface material.
As opposed to thermal adhesive, thermal paste does not add mechanical strength to the bond between heat source and heat sink. It has to be coupled with a fastener such as screws to hold the heat sink in place and to apply pressure, spreading and thinning the thermal paste.
Composition
Thermal paste consists of a polymerizable liquid matrix and large volume fractions of electrically insulating, but thermally conductive filler. Typical matrix materials are epoxies, silicones (silicone grease), urethanes, and acrylates; solvent-based systems, hot-melt adhesives, and pressure-sensitive adhesive tapes are also available. Aluminum oxide, boron nitride, zinc oxide, and increasingly aluminum nitride are used as fillers for these types of adhesives. The filler loading can be as high as 70–80% by mass, and raises the thermal conductivity of the base matrix from 0.17–0.3 W/(m·K) (watts per meter-kelvin) up to about 4 W/(m·K), according to a 2008 paper.
Silver thermal compounds may have a conductivity of 3 to 8 W/(m·K) or more, and consist of micronized silver particles suspended in a silicone/ceramic medium. However, metal-based thermal paste can be electrically conductive and capacitive; if some flows onto the circuits, it can lead to malfunction and damage.
The most effective (and most expensive) pastes consist almost entirely of liquid metal, usually a variation of the all
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are materials that are good conductors of thermal energy called?
A. atmospheric conductors
B. geospatial conductors
C. reflective conductors
D. thermal conductors
Answer:
|
|
sciq-8469
|
multiple_choice
|
What is the most widely distributed organism around?
|
[
"microbes",
"cockroaches",
"phages",
"viruses"
] |
C
|
Relavent Documents:
Document 0:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 1:::
The smallest organisms found on Earth can be determined according to various aspects of organism size, including volume, mass, height, length, or genome size.
Given the incomplete nature of scientific knowledge, it is possible that the smallest organism is undiscovered. Furthermore, there is some debate over the definition of life, and what entities qualify as organisms; consequently the smallest known organism (microorganism) is debatable.
Microorganisms
Obligate endosymbiotic bacteria
The genome of Nasuia deltocephalinicola, a symbiont of the European pest leafhopper, Macrosteles quadripunctulatus, consists of a circular chromosome of 112,031 base pairs.
The genome of Nanoarchaeum equitans is 491 Kbp nucleotides long.
Pelagibacter ubique
Pelagibacter ubique is one of the smallest known free-living bacteria, with a length of and an average cell diameter of . They also have the smallest free-living bacterium genome: 1.3 Mbp, 1354 protein genes, 35 RNA genes. They are one of the most common and smallest organisms in the ocean, with their total weight exceeding that of all fish in the sea.
Mycoplasma genitalium
Mycoplasma genitalium, a parasitic bacterium which lives in the primate bladder, waste disposal organs, genital, and respiratory tracts, is thought to be the smallest known organism capable of independent growth and reproduction. With a size of approximately 200 to 300 nm, M. genitalium is an ultramicrobacterium, smaller than other small bacteria, including rickettsia and chlamydia. However, the vast majority of bacterial strains have not been studied, and the marine ultramicrobacterium Sphingomonas sp. strain RB2256 is reported to have passed through a ultrafilter. A complicating factor is nutrient-downsized bacteria, bacteria that become much smaller due to a lack of available nutrients.
Nanoarchaeum
Nanoarchaeum equitans is a species of microbe in diameter. It was discovered in 2002 in a hydrothermal vent off the coast of Iceland by Karl Stet
Document 2:::
Microbial population biology is the application of the principles of population biology to microorganisms.
Distinguishing from other biological disciplines
Microbial population biology, in practice, is the application of population ecology and population genetics toward understanding the ecology and evolution of bacteria, archaebacteria, microscopic fungi (such as yeasts), additional microscopic eukaryotes (e.g., "protozoa" and algae), and viruses.
Microbial population biology also encompasses the evolution and ecology of community interactions (community ecology) between microorganisms, including microbial coevolution and predator-prey interactions. In addition, microbial population biology considers microbial interactions with more macroscopic organisms (e.g., host-parasite interactions), though strictly this should be more from the perspective of the microscopic rather than the macroscopic organism. A good deal of microbial population biology may be described also as microbial evolutionary ecology. On the other hand, typically microbial population biologists (unlike microbial ecologists) are less concerned with questions of the role of microorganisms in ecosystem ecology, which is the study of nutrient cycling and energy movement between biotic as well as abiotic components of ecosystems.
Microbial population biology can include aspects of molecular evolution or phylogenetics. Strictly, however, these emphases should be employed toward understanding issues of microbial evolution and ecology rather than as a means of understanding more universal truths applicable to both microscopic and macroscopic organisms. The microorganisms in such endeavors consequently should be recognized as organisms rather than simply as molecular or evolutionary reductionist model systems. Thus, the study of RNA in vitro evolution is not microbial population biology and nor is the in silico generation of phylogenies of otherwise non-microbial sequences, even if aspects of either may
Document 3:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 4:::
Biology by Team in German Biologie im Team - is the first Austrian biology contest for upper secondary schools.
Students at upper secondary schools who are especially interested in biology can deepen their knowledge and
broaden their competence in experimental biology within the framework of this contest.
Each year, a team of teachers choose modules of key themes on which students work in the form of a voluntary exercise. The evaluation focuses in particular on the practical work, and, since the school year 2004/05, also on teamwork. In April, a two-day closing competition takes place, in which six groups of students from participating schools are given various problems to solve. A jury (persons from the science and corporate communities) evaluate the results and how they are presented.
The concept was developed by a team of teachers in co-operation with the AHS (Academic Secondary Schools) - Department of the Pedagogical Institute in Carinthia.
Since 2008 it is situated at the Science departement of the University College of Teacher Training Carinthia.
The first contest in the school year 2002/03 took place under the motto: Hell is loose in the ground under us.
Other themes included Beautiful but dangerous, www-worldwide water 1 and 2, Expedition forest, Relationship boxes, Mole's view, Biological timetravel, Biology at the University, Ecce Homo, Biodiversity, Death in tin cans, Sex sells, Without a trace, Biologists see more, Quo vadis biology? , Biology without limits?, Diversity instead of simplicity, Grid square, Diversity instead of simplicity 0.2, www-worldwide water 3.The theme for the year 2023/24 is I hear something you don't see.
Till now the following schools were participating:
BG/BRG Mössingerstraße Klagenfurt
Ingeborg-Bachmann-Gymnasium, Klagenfurt
BG/BRG St. Martinerstraße Villach
BG/BRG Peraustraße Villach
International school Carinthia, Velden
Österreichisches Gymnasium Prag
Europagymnasium Klagenfurt
BRG Viktring Klagenfurt
BORG Wo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the most widely distributed organism around?
A. microbes
B. cockroaches
C. phages
D. viruses
Answer:
|
|
scienceQA-12048
|
multiple_choice
|
What do these two changes have in common?
carving a piece of wood
butter melting on a hot day
|
[
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] |
B
|
Step 1: Think about each change.
Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Butter melting on a hot day is caused by heating. But carving a piece of wood is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 2:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 3:::
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:::
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
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?
carving a piece of wood
butter melting on a hot day
A. Both are chemical changes.
B. Both are only physical changes.
C. Both are caused by heating.
D. Both are caused by cooling.
Answer:
|
sciq-10644
|
multiple_choice
|
What part of the body controls the responses of hunger and satiety?
|
[
"small intestine",
"brain",
"blood",
"heart"
] |
B
|
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:::
Starvation response in animals (including humans) is a set of adaptive biochemical and physiological changes, triggered by lack of food or extreme weight loss, in which the body seeks to conserve energy by reducing the amount of food energy it consumes.
Equivalent or closely related terms include famine response, starvation mode, famine mode, starvation resistance, starvation tolerance, adapted starvation, adaptive thermogenesis, fat adaptation, and metabolic adaptation.
In humans
Ordinarily, the body responds to reduced energy intake by burning fat reserves and consuming muscle and other tissues. Specifically, the body burns fat after first exhausting the contents of the digestive tract along with glycogen reserves stored in liver cells and after significant protein loss. After prolonged periods of starvation, the body uses the proteins within muscle tissue as a fuel source, which results in muscle mass loss.
Magnitude and composition
The magnitude and composition of the starvation response (i.e. metabolic adaptation) was estimated in a study of 8 individuals living in isolation in Biosphere 2 for two years. During their isolation, they gradually lost an average of 15% (range: 9–24%) of their body weight due to harsh conditions. On emerging from isolation, the eight isolated individuals were compared with a 152-person control group that initially had similar physical characteristics. On average, the starvation response of the individuals after isolation was a reduction in daily total energy expenditure. of the starvation response was explained by a reduction in fat-free mass and fat mass. An additional was explained by a reduction in fidgeting. The remaining was statistically insignificant.
General
The energetic requirements of a body are composed of the basal metabolic rate (BMR) and the physical activity level (ERAT, exercise-related activity thermogenesis). This caloric requirement can be met with protein, fat, carbohydrates, or a mixture of those.
Document 2:::
In biology, energy homeostasis, or the homeostatic control of energy balance, is a biological process that involves the coordinated homeostatic regulation of food intake (energy inflow) and energy expenditure (energy outflow). The human brain, particularly the hypothalamus, plays a central role in regulating energy homeostasis and generating the sense of hunger by integrating a number of biochemical signals that transmit information about energy balance. Fifty percent of the energy from glucose metabolism is immediately converted to heat.
Energy homeostasis is an important aspect of bioenergetics.
Definition
In the US, biological energy is expressed using the energy unit Calorie with a capital C (i.e. a kilocalorie), which equals the energy needed to increase the temperature of 1 kilogram of water by 1 °C (about 4.18 kJ).
Energy balance, through biosynthetic reactions, can be measured with the following equation:
Energy intake (from food and fluids) = Energy expended (through work and heat generated) + Change in stored energy (body fat and glycogen storage)
The first law of thermodynamics states that energy can be neither created nor destroyed. But energy can be converted from one form of energy to another. So, when a calorie of food energy is consumed, one of three particular effects occur within the body: a portion of that calorie may be stored as body fat, triglycerides, or glycogen, transferred to cells and converted to chemical energy in the form of adenosine triphosphate (ATP – a coenzyme) or related compounds, or dissipated as heat.
Energy
Intake
Energy intake is measured by the amount of calories consumed from food and fluids. Energy intake is modulated by hunger, which is primarily regulated by the hypothalamus, and choice, which is determined by the sets of brain structures that are responsible for stimulus control (i.e., operant conditioning and classical conditioning) and cognitive control of eating behavior. Hunger is regulated in part by the act
Document 3:::
An energy budget is a balance sheet of energy income against expenditure. It is studied in the field of Energetics which deals with the study of energy transfer and transformation from one form to another. Calorie is the basic unit of measurement. An organism in a laboratory experiment is an open thermodynamic system, exchanging energy with its surroundings in three ways - heat, work and the potential energy of biochemical compounds.
Organisms use ingested food resources (C=consumption) as building blocks in the synthesis of tissues (P=production) and as fuel in the metabolic process that power this synthesis and other physiological processes (R=respiratory loss). Some of the resources are lost as waste products (F=faecal loss, U=urinary loss). All these aspects of metabolism can be represented in energy units. The basic model of energy budget may be shown as:
P = C - R - U - F or
P = C - (R + U + F) or
C = P + R + U + F
All the aspects of metabolism can be represented in energy units (e.g. joules (J);1 calorie = 4.2 kJ).
Energy used for metabolism will be
R = C - (F + U + P)
Energy used in the maintenance will be
R + F + U = C - P
Endothermy and ectothermy
Energy budget allocation varies for endotherms and ectotherms. Ectotherms rely on the environment as a heat source while endotherms maintain their body temperature through the regulation of metabolic processes. The heat produced in association with metabolic processes facilitates the active lifestyles of endotherms and their ability to travel far distances over a range of temperatures in the search for food. Ectotherms are limited by the ambient temperature of the environment around them but the lack of substantial metabolic heat production accounts for an energetically inexpensive metabolic rate. The energy demands for ectotherms are generally one tenth of that required for endotherms.
Document 4:::
Satiety (/səˈtiːəti/ sə-TEE-ə-tee) is a state or condition of fullness gratified beyond the point of satisfaction, the opposite of hunger. Following satiation (meal termination), satiety is a feeling of fullness lasting until the next meal. When food is present in the GI tract after a meal, satiety signals overrule hunger signals, but satiety slowly fades as hunger increases.
The satiety center in animals is located in ventromedial nucleus of the hypothalamus.
Mechanism
Satiety is signaled through the vagus nerve as well as circulating hormones. During intake of a meal, the stomach must stretch to accommodate this increased volume. This gastric accommodation activates stretch receptors in the proximal (upper) portion of the stomach. These receptors then signal through afferent vagus nerve fibers to the hypothalamus, increasing satiety.
Signalling factors
In addition, as the food moves into the duodenum, duodenal cells release multiple substances that affect digestion and satiety. Glucagon-like peptide-1 (GLP-1) is an incretin released by the duodenum that inhibits relaxation of the stomach. This inhibition causes increased stretch of the stomach, increasing activation of proximal gastric stretch receptors. It also slows overall gut motility, increasing the duration of satiety. This effect is used to increase weight loss and treat obesity through GLP-1 agonists. Cholecystokinin (CCK) is gut peptide produced by the duodenum in response to fat and proteins. CCK has the effect of slowing gut motility and increasing satiety as well as activating release of pancreatic digestive enzymes and bile from the gallbladder.
See also
Satiety value
Prader–Willi syndrome
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What part of the body controls the responses of hunger and satiety?
A. small intestine
B. brain
C. blood
D. heart
Answer:
|
|
sciq-10270
|
multiple_choice
|
What does the blue color of the pulmonary arteries reflect?
|
[
"they are oxygenated",
"they are lost",
"they are done",
"they are deoxygenated"
] |
D
|
Relavent Documents:
Document 0:::
Progress tests are longitudinal, feedback oriented educational assessment tools for the evaluation of development and sustainability of cognitive knowledge during a learning process. A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A" program at the same time and at regular intervals (usually twice to four times yearly) throughout the entire academic program. The test samples the complete knowledge domain expected of new graduates upon completion of their courses, regardless of the year level of the student). The differences between students’ knowledge levels show in the test scores; the further a student has progressed in the curriculum the higher the scores. As a result, these resultant scores provide a longitudinal, repeated measures, curriculum-independent assessment of the objectives (in knowledge) of the entire programme.
History
Since its inception in the late 1970s at both Maastricht University and the University of Missouri–Kansas City independently, the progress test of applied knowledge has been increasingly used in medical and health sciences programs across the globe. They are well established and increasingly used in medical education in both undergraduate and postgraduate medical education. They are used formatively and summatively.
Use in academic programs
The progress test is currently used by national progress test consortia in the United Kingdom, Italy, The Netherlands, in Germany (including Austria), and in individual schools in Africa, Saudi Arabia, South East Asia, the Caribbean, Australia, New Zealand, Sweden, Finland, UK, and the USA. The National Board of Medical Examiners in the USA also provides progress testing in various countries The feasibility of an international approach to progress testing has been recently acknowledged and was first demonstrated by Albano et al. in 1996, who compared test scores across German, Dutch and Italian medi
Document 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:::
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:::
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:::
Single Best Answer (SBA or One Best Answer) is a written examination form of multiple choice questions used extensively in medical education.
Structure
A single question is posed with typically five alternate answers, from which the candidate must choose the best answer. This method avoids the problems of past examinations of a similar form described as Single Correct Answer. The older form can produce confusion where more than one of the possible answers has some validity. The newer form makes it explicit that more than one answer may have elements that are correct, but that one answer will be superior.
Prior to the widespread introduction of SBAs into medical education, the typical form of examination was true-false multiple choice questions. But during the 2000s, educators found that SBAs would be superior.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does the blue color of the pulmonary arteries reflect?
A. they are oxygenated
B. they are lost
C. they are done
D. they are deoxygenated
Answer:
|
|
sciq-1386
|
multiple_choice
|
What muscle is imperative to breathing in helping the air move in and out of the lungs?
|
[
"diaphragm",
"spleen",
"kidneys",
"uterus"
] |
A
|
Relavent Documents:
Document 0:::
The thoracic diaphragm, or simply the diaphragm (; ), is a sheet of internal skeletal muscle in humans and other mammals that extends across the bottom of the thoracic cavity. The diaphragm is the most important muscle of respiration, and separates the thoracic cavity, containing the heart and lungs, from the abdominal cavity: as the diaphragm contracts, the volume of the thoracic cavity increases, creating a negative pressure there, which draws air into the lungs. Its high oxygen consumption is noted by the many mitochondria and capillaries present; more than in any other skeletal muscle.
The term diaphragm in anatomy, created by Gerard of Cremona, can refer to other flat structures such as the urogenital diaphragm or pelvic diaphragm, but "the diaphragm" generally refers to the thoracic diaphragm. In humans, the diaphragm is slightly asymmetric—its right half is higher up (superior) to the left half, since the large liver rests beneath the right half of the diaphragm. There is also speculation that the diaphragm is lower on the other side due to heart's presence.
Other mammals have diaphragms, and other vertebrates such as amphibians and reptiles have diaphragm-like structures, but important details of the anatomy may vary, such as the position of the lungs in the thoracic cavity.
Structure
The diaphragm is an upward curved, c-shaped structure of muscle and fibrous tissue that separates the thoracic cavity from the abdomen. The superior surface of the dome forms the floor of the thoracic cavity, and the inferior surface the roof of the abdominal cavity.
As a dome, the diaphragm has peripheral attachments to structures that make up the abdominal and chest walls. The muscle fibres from these attachments converge in a central tendon, which forms the crest of the dome. Its peripheral part consists of muscular fibers that take origin from the circumference of the inferior thoracic aperture and converge to be inserted into a central tendon.
The muscle fibres of t
Document 1:::
The control of ventilation is the physiological mechanisms involved in the control of breathing, which is the movement of air into and out of the lungs. Ventilation facilitates respiration. Respiration refers to the utilization of oxygen and balancing of carbon dioxide by the body as a whole, or by individual cells in cellular respiration.
The most important function of breathing is the supplying of oxygen to the body and balancing of the carbon dioxide levels. Under most conditions, the partial pressure of carbon dioxide (PCO2), or concentration of carbon dioxide, controls the respiratory rate.
The peripheral chemoreceptors that detect changes in the levels of oxygen and carbon dioxide are located in the arterial aortic bodies and the carotid bodies. Central chemoreceptors are primarily sensitive to changes in the pH of the blood, (resulting from changes in the levels of carbon dioxide) and they are located on the medulla oblongata near to the medullar respiratory groups of the respiratory center.
Information from the peripheral chemoreceptors is conveyed along nerves to the respiratory groups of the respiratory center. There are four respiratory groups, two in the medulla and two in the pons. The two groups in the pons are known as the pontine respiratory group.
Dorsal respiratory group – in the medulla
Ventral respiratory group – in the medulla
Pneumotaxic center – various nuclei of the pons
Apneustic center – nucleus of the pons
From the respiratory center, the muscles of respiration, in particular the diaphragm, are activated to cause air to move in and out of the lungs.
Control of respiratory rhythm
Ventilatory pattern
Breathing is normally an unconscious, involuntary, automatic process. The pattern of motor stimuli during breathing can be divided into an inhalation stage and an exhalation stage. Inhalation shows a sudden, ramped increase in motor discharge to the respiratory muscles (and the pharyngeal constrictor muscles). Before the end of inh
Document 2:::
Speech science refers to the study of production, transmission and perception of speech. Speech science involves anatomy, in particular the anatomy of the oro-facial region and neuroanatomy, physiology, and acoustics.
Speech production
The production of speech is a highly complex motor task that involves approximately 100 orofacial, laryngeal, pharyngeal, and respiratory muscles. Precise and expeditious timing of these muscles is essential for the production of temporally complex speech sounds, which are characterized by transitions as short as 10 ms between frequency bands and an average speaking rate of approximately 15 sounds per second. Speech production requires airflow from the lungs (respiration) to be phonated through the vocal folds of the larynx (phonation) and resonated in the vocal cavities shaped by the jaw, soft palate, lips, tongue and other articulators (articulation).
Respiration
Respiration is the physical process of gas exchange between an organism and its environment involving four steps (ventilation, distribution, perfusion and diffusion) and two processes (inspiration and expiration). Respiration can be described as the mechanical process of air flowing into and out of the lungs on the principle of Boyle's law, stating that, as the volume of a container increases, the air pressure will decrease. This relatively negative pressure will cause air to enter the container until the pressure is equalized. During inspiration of air, the diaphragm contracts and the lungs expand drawn by pleurae through surface tension and negative pressure. When the lungs expand, air pressure becomes negative compared to atmospheric pressure and air will flow from the area of higher pressure to fill the lungs. Forced inspiration for speech uses accessory muscles to elevate the rib cage and enlarge the thoracic cavity in the vertical and lateral dimensions. During forced expiration for speech, muscles of the trunk and abdomen reduce the size of the thoracic cavity by
Document 3:::
Inhalation (or inspiration) is the process of drawing air or other gases into the respiratory tract, primarily for the purpose of breathing and oxygen exchange within the body. It is a fundamental physiological function in humans and many other organisms, essential for sustaining life. Inhalation is the first phase of respiration, allowing the exchange of oxygen and carbon dioxide between the body and the environment, vital for the body's metabolic processes. This article delves into the mechanics of inhalation, its significance in various contexts, and its potential impact on health.
Physiology
The process of inhalation involves a series of coordinated movements and physiological mechanisms. The primary anatomical structures involved in inhalation are the respiratory system, which includes the nose, mouth, pharynx, larynx, trachea, bronchi, and lungs. Here is a brief overview of the inhalation process:
Inspiration: Inhalation begins with the contraction of the thoracic diaphragm, a dome-shaped muscle that separates the chest cavity from the abdominal cavity. The diaphragm contracts and moves downward, increasing the volume of the thoracic cavity.
Air entry: When a person or animal inhales, the diaphragm, located below the lungs, contracts, and the intercostal muscles between the ribs expand the chest cavity. This expansion creates a lower pressure inside the chest compared to the atmosphere, causing air to flow into the lungs.
Air filtration: The nasal passages and the mouth act as entry points for air. These passages are lined with tiny hair-like structures called cilia and mucus-producing cells that help filter and humidify the incoming air, removing particles and debris before it reaches the lungs.
Gas exchange: Once the air enters the lungs, it travels through a branching network of tubes known as the bronchial tree, ultimately reaching tiny air sacs called alveoli. In the alveoli, oxygen from the inhaled air diffuses into the bloodstream, while carbon dioxide
Document 4:::
Exhalation (or expiration) is the flow of the breath out of an organism. In animals, it is the movement of air from the lungs out of the airways, to the external environment during breathing.
This happens due to elastic properties of the lungs, as well as the internal intercostal muscles which lower the rib cage and decrease thoracic volume. As the thoracic diaphragm relaxes during exhalation it causes the tissue it has depressed to rise superiorly and put pressure on the lungs to expel the air. During forced exhalation, as when blowing out a candle, expiratory muscles including the abdominal muscles and internal intercostal muscles generate abdominal and thoracic pressure, which forces air out of the lungs.
Exhaled air is 4% carbon dioxide, a waste product of cellular respiration during the production of energy, which is stored as ATP. Exhalation has a complementary relationship to inhalation which together make up the respiratory cycle of a breath.
Exhalation and gas exchange
The main reason for exhalation is to rid the body of carbon dioxide, which is the waste product of gas exchange in humans. Air is brought into the body through inhalation. During this process air is taken in by the lungs. Diffusion in the alveoli allows for the exchange of O2 into the pulmonary capillaries and the removal of CO2 and other gases from the pulmonary capillaries to be exhaled. In order for the lungs to expel air the diaphragm relaxes, which pushes up on the lungs. The air then flows through the trachea then through the larynx and pharynx to the nasal cavity and oral cavity where it is expelled out of the body. Exhalation takes longer than inhalation and it is believed to facilitate better exchange of gases. Parts of the nervous system help to regulate respiration in humans. The exhaled air is not just carbon dioxide; it contains a mixture of other gases. Human breath contains volatile organic compounds (VOCs). These compounds consist of methanol, isoprene, acetone,
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What muscle is imperative to breathing in helping the air move in and out of the lungs?
A. diaphragm
B. spleen
C. kidneys
D. uterus
Answer:
|
|
sciq-8351
|
multiple_choice
|
What is the disease where some alveoli of the lungs fill with fluid?
|
[
"lung cancer",
"leukemia",
"lyme disease",
"pneumonia"
] |
D
|
Relavent Documents:
Document 0:::
Pulmonary pathology is the subspecialty of surgical pathology which deals with the diagnosis and characterization of neoplastic and non-neoplastic diseases of the lungs and thoracic pleura. Diagnostic specimens are often obtained via bronchoscopic transbronchial biopsy, CT-guided percutaneous biopsy, or video-assisted thoracic surgery (VATS). The diagnosis of inflammatory or fibrotic diseases of the lungs is considered by many pathologists to be particularly challenging.
Anatomical pathology
Document 1:::
Lung receptors sense irritation or inflammation in the bronchi and alveoli.
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Bronchiolitis is inflammation of the small airways in the lungs. Acute bronchiolitis is due to a viral infection usually affecting children younger than two years of age. Symptoms may include fever, cough, runny nose, wheezing, and breathing problems. More severe cases may be associated with nasal flaring, grunting, or the skin between the ribs pulling in with breathing. If the child has not been able to feed properly, signs of dehydration may be present.
Chronic bronchiolitis is the general term used for small airways disease in adults, notably in chronic obstructive pulmonary disease.
Acute bronchiolitis is usually the result of infection by respiratory syncytial virus (72% of cases) or human rhinovirus (26% of cases). Diagnosis is generally based on symptoms. Tests such as a chest X-ray or viral testing are not routinely needed.
There is no specific treatment. Symptomatic treatment at home is generally sufficient. Occasionally, hospital admission for oxygen, support with feeding, or intravenous fluids is required. Tentative evidence supports nebulized hypertonic saline. Evidence for antibiotics, antivirals, bronchodilators, or nebulized epinephrine is either unclear or not supportive.
About 10% to 30% of children under the age of two years are affected by bronchiolitis at some point in time. It commonly occurs in the winter in the Northern Hemisphere. It is the leading cause of hospitalizations in those less than one year of age in the United States. The risk of death among those who are admitted to hospital is about 1%. Outbreaks of the condition were first described in the 1940s.
Signs and symptoms
Bronchiolitis typically presents in children under two years old and is characterized by a constellation of respiratory symptoms that consists of fever, rhinorrhea, cough, wheeze, tachypnea and increased work of breathing such as nasal flaring or grunting that develops over one to three days. Crackles or wheeze are typical findings on listening to the chest wi
Document 3:::
An edematous areola is a swollen and tender inflammation of the areola of the breast. It can develop after childbirth when large amounts of fluids are given intravenously, use of pitocin or fluid retention for other reasons, and may interfere with successful initiation of breastfeeding. An edematous areola can also develop in women with preeclampsia.
See also
Breast milk
Nipple prosthesis for breast cancer survivors
Nipple shield
Breastfeeding
Document 4:::
Acute bronchitis, also known as a chest cold, is short-term bronchitis – inflammation of the bronchi (large and medium-sized airways) of the lungs. The most common symptom is a cough. Other symptoms include coughing up mucus, wheezing, shortness of breath, fever, and chest discomfort. The infection may last from a few to ten days. The cough may persist for several weeks afterward with the total duration of symptoms usually around three weeks. Some have symptoms for up to six weeks.
In more than 90% of cases, the cause is a viral infection. These viruses may be spread through the air when people cough or by direct contact. Risk factors include exposure to tobacco smoke, dust, and other air pollution. A small number of cases are due to high levels of air pollution or bacteria such as Mycoplasma pneumoniae or Bordetella pertussis. Diagnosis is typically based on a person's signs and symptom. The color of the sputum does not indicate if the infection is viral or bacterial. Determining the underlying organism is typically not needed. Other causes of similar symptoms include asthma, pneumonia, bronchiolitis, bronchiectasis, and COPD. A chest X-ray may be useful to detect pneumonia.
Prevention is by not smoking and avoiding other lung irritants. Frequent hand washing and flu vaccination may also be protective. Treatment of acute bronchitis typically involves rest, paracetamol (acetaminophen), and NSAIDs to help with the fever. Cough medicine has little support for its use and is not recommended in children less than six years of age. Antibiotics should generally not be used. An exception is when acute bronchitis is due to pertussis. Tentative evidence supports honey and pelargonium to help with symptoms.
Acute bronchitis is one of the most common diseases. About 5% of adults are affected and about 6% of children have at least one episode a year. It occurs more often in the winter. More than 10 million people in the United States visit a doctor each year for this conditi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the disease where some alveoli of the lungs fill with fluid?
A. lung cancer
B. leukemia
C. lyme disease
D. pneumonia
Answer:
|
|
sciq-4542
|
multiple_choice
|
A chain of what structures form as an oceanic plate moves over a hotspot?
|
[
"earthquakes",
"ridges",
"outcrops",
"volcanoes"
] |
D
|
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
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In marine geology, a guyot (), also called a tablemount, is an isolated underwater volcanic mountain (seamount) with a flat top more than below the surface of the sea. The diameters of these flat summits can exceed . Guyots are most commonly found in the Pacific Ocean, but they have been identified in all the oceans except the Arctic Ocean. They are analogous to tables (such as mesas) on land.
History
Guyots were first recognized in 1945 by Harry Hammond Hess, who collected data using echo-sounding equipment on a ship he commanded during World War II. His data showed that some undersea mountains had flat tops. Hess called these undersea mountains "guyots", after the 19th-century geographer Arnold Henry Guyot. Hess postulated they were once volcanic islands that were beheaded by wave action, yet they are now deep under sea level. This idea was used to help bolster the theory of plate tectonics.
Formation
Guyots show evidence of having once been above the surface, with gradual subsidence through stages from fringed reefed mountain, coral atoll, and finally a flat-topped submerged mountain. Seamounts are made by extrusion of lavas piped upward in stages from sources within the Earth's mantle, usually hotspots, to vents on the seafloor. The volcanism invariably ceases after a time, and other processes dominate. When an undersea volcano grows high enough to be near or breach the ocean surface, wave action and/or coral reef growth tend to create a flat-topped edifice. However, all ocean crust and guyots form from hot magma and/or rock, which cools over time. As the lithosphere that the future guyot rides on slowly cools, it becomes denser and sinks lower into Earth's mantle, through the process of isostasy. In addition, the erosive effects of waves and currents are found mostly near the surface: the tops of guyots generally lie below this higher-erosion zone.
This is the same process that gives rise to higher seafloor topography at oceanic ridges, such as the Mid
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A chain of what structures form as an oceanic plate moves over a hotspot?
A. earthquakes
B. ridges
C. outcrops
D. volcanoes
Answer:
|
|
ai2_arc-969
|
multiple_choice
|
What atoms combine to make up a molecule of water? 1. 1 hydrogen, 1 oxygen 2.
|
[
"hydrogen,",
"oxygen",
"2 hydrogen, 1 oxygen",
"2 hydrogen, 2 oxygen"
] |
C
|
Relavent Documents:
Document 0:::
Atomicity is the total number of atoms present in a molecule. For example, each molecule of oxygen (O2) is composed of two oxygen atoms. Therefore, the atomicity of oxygen is 2.
In older contexts, atomicity is sometimes equivalent to valency. Some authors also use the term to refer to the maximum number of valencies observed for an element.
Classifications
Based on atomicity, molecules can be classified as:
Monoatomic (composed of one atom). Examples include He (helium), Ne (neon), Ar (argon), and Kr (krypton). All noble gases are monoatomic.
Diatomic (composed of two atoms). Examples include H2 (hydrogen), N2 (nitrogen), O2 (oxygen), F2 (fluorine), and Cl2 (chlorine). Halogens are usually diatomic.
Triatomic (composed of three atoms). Examples include O3 (ozone).
Polyatomic (composed of three or more atoms). Examples include S8.
Atomicity may vary in different allotropes of the same element.
The exact atomicity of metals, as well as some other elements such as carbon, cannot be determined because they consist of a large and indefinite number of atoms bonded together. They are typically designated as having an atomicity of 1.
The atomicity of homonuclear molecule can be derived by dividing the molecular weight by the atomic weight. For example, the molecular weight of oxygen is 31.999, while its atomic weight is 15.879; therefore, its atomicity is approximately 2 (31.999/15.879 ≈ 2).
Examples
The most common values of atomicity for the first 30 elements in the periodic table are as follows:
Document 1:::
In chemistry, the carbon-hydrogen bond ( bond) is a chemical bond between carbon and hydrogen atoms that can be found in many organic compounds. This bond is a covalent, single bond, meaning that carbon shares its outer valence electrons with up to four hydrogens. This completes both of their outer shells, making them stable.
Carbon–hydrogen bonds have a bond length of about 1.09 Å (1.09 × 10−10 m) and a bond energy of about 413 kJ/mol (see table below). Using Pauling's scale—C (2.55) and H (2.2)—the electronegativity difference between these two atoms is 0.35. Because of this small difference in electronegativities, the bond is generally regarded as being non-polar. In structural formulas of molecules, the hydrogen atoms are often omitted. Compound classes consisting solely of bonds and bonds are alkanes, alkenes, alkynes, and aromatic hydrocarbons. Collectively they are known as hydrocarbons.
In October 2016, astronomers reported that the very basic chemical ingredients of life—the carbon-hydrogen molecule (CH, or methylidyne radical), the carbon-hydrogen positive ion () and the carbon ion ()—are the result, in large part, of ultraviolet light from stars, rather than in other ways, such as the result of turbulent events related to supernovae and young stars, as thought earlier.
Bond length
The length of the carbon-hydrogen bond varies slightly with the hybridisation of the carbon atom. A bond between a hydrogen atom and an sp2 hybridised carbon atom is about 0.6% shorter than between hydrogen and sp3 hybridised carbon. A bond between hydrogen and sp hybridised carbon is shorter still, about 3% shorter than sp3 C-H. This trend is illustrated by the molecular geometry of ethane, ethylene and acetylene.
Reactions
The C−H bond in general is very strong, so it is relatively unreactive. In several compound classes, collectively called carbon acids, the C−H bond can be sufficiently acidic for proton removal. Unactivated C−H bonds are found in alkanes and are no
Document 2:::
Water () is a simple triatomic bent molecule with C2v molecular symmetry and bond angle of 104.5° between the central oxygen atom and the hydrogen atoms. Despite being one of the simplest triatomic molecules, its chemical bonding scheme is nonetheless complex as many of its bonding properties such as bond angle, ionization energy, and electronic state energy cannot be explained by one unified bonding model. Instead, several traditional and advanced bonding models such as simple Lewis and VSEPR structure, valence bond theory, molecular orbital theory, isovalent hybridization, and Bent's rule are discussed below to provide a comprehensive bonding model for , explaining and rationalizing the various electronic and physical properties and features manifested by its peculiar bonding arrangements.
Lewis structure and valence bond theory
The Lewis structure of describes the bonds as two sigma bonds between the central oxygen atom and the two peripheral hydrogen atoms with oxygen having two lone pairs of electrons. Valence bond theory suggests that is sp3 hybridized in which the 2s atomic orbital and the three 2p orbitals of oxygen are hybridized to form four new hybridized orbitals which then participate in bonding by overlapping with the hydrogen 1s orbitals. As such, the predicted shape and bond angle of sp3 hybridization is tetrahedral and 109.5°. This is in open agreement with the true bond angle of 104.45°. The difference between the predicted bond angle and the measured bond angle is traditionally explained by the electron repulsion of the two lone pairs occupying two sp3 hybridized orbitals. While valence bond theory is suitable for predicting the geometry and bond angle of , its prediction of electronic states does not agree with the experimentally measured reality. In the valence bond model, the two sigma bonds are of identical energy and so are the two lone pairs since they both resides in the same bonding and nonbonding orbitals, thus corresponding to two en
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
A heteronuclear molecule is a molecule composed of atoms of more than one chemical element. For example, a molecule of water (H2O) is heteronuclear because it has atoms of two different elements, hydrogen (H) and oxygen (O).
Similarly, a heteronuclear ion is an ion that contains atoms of more than one chemical element. For example, the carbonate ion () is heteronuclear because it has atoms of carbon (C) and oxygen (O). The lightest heteronuclear ion is the helium hydride ion (HeH+). This is in contrast to a homonuclear ion, which contains all the same kind of atom, such as the dihydrogen cation, or atomic ions that only contain one atom such as the hydrogen anion (H−).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What atoms combine to make up a molecule of water? 1. 1 hydrogen, 1 oxygen 2.
A. hydrogen,
B. oxygen
C. 2 hydrogen, 1 oxygen
D. 2 hydrogen, 2 oxygen
Answer:
|
|
scienceQA-30
|
multiple_choice
|
Select the living thing.
|
[
"teddy bear",
"amoebae",
"van",
"kite"
] |
B
|
A teddy bear is not a living thing.
Teddy bears do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
A kite is not a living thing.
A kite does not have all the traits of a living thing. It moves fast in the wind, but it does not grow. It does not need food or water.
A van is not a living thing.
A van does not have all the traits of a living thing. Vans need energy, but they do not eat food. They get energy from gasoline or electricity. Vans do not grow.
Amoebae are living things.
Amoebae grow and respond to their environment. They need food and water.
Amoebae are made up of just one cell. Amoebae live in fresh water, in salt water, and in the soil.
|
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:::
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:::
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
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Victor Chandler Twitty (November 5, 1901 — March 22, 1967) was an American biologist and embryologist. Twitty was chair of the biological sciences department, Stanford University, president of the American Society of Zoologists, a member of the National Academy of Sciences, and the American Academy of Arts and Sciences,
Herzstein Professor of Biology, and a Guggenheim fellow. Born in Martin County, Indiana, he graduated from Butler College in 1925, received a doctorate from Yale University in 1929, and joined faculty of Stanford in 1932, becoming full professor in 1936.
The New York Times called Twitty "a distinguished embryologist".
The National Academy of Sciences called him "a master experimentalist in....the laboratory bench and the mountain terrain and streams of the American West".
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Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the living thing.
A. teddy bear
B. amoebae
C. van
D. kite
Answer:
|
sciq-7244
|
multiple_choice
|
Along with other organelles, all eukaryotic cells possess what structure?
|
[
"flagella",
"chromosomes",
"cell walls",
"nucleus"
] |
D
|
Relavent Documents:
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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
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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
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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
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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
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In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Along with other organelles, all eukaryotic cells possess what structure?
A. flagella
B. chromosomes
C. cell walls
D. nucleus
Answer:
|
|
sciq-6755
|
multiple_choice
|
What does the secretion of the hormone cholecystokinin stimulate the release of?
|
[
"pancreatic juices, bile",
"insulin and pepsin",
"urea",
"sweat, saliva"
] |
A
|
Relavent Documents:
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Bile (from Latin bilis), or gall, is a yellow-green fluid produced by the liver of most vertebrates that aids the digestion of lipids in the small intestine. In humans, bile is primarily composed of water, produced continuously by the liver, and stored and concentrated in the gallbladder. After a human eats, this stored bile is discharged into the first section of their small intestine.
Composition
In the human liver, bile is composed of 97–98% water, 0.7% bile salts, 0.2% bilirubin, 0.51% fats (cholesterol, fatty acids, and lecithin), and 200 meq/L inorganic salts. The two main pigments of bile are bilirubin, which is yellow, and its oxidised form biliverdin, which is green. When mixed, they are responsible for the brown color of feces. About of bile is produced per day in adult human beings.
Function
Bile or gall acts to some extent as a surfactant, helping to emulsify the lipids in food. Bile salt anions are hydrophilic on one side and hydrophobic on the other side; consequently, they tend to aggregate around droplets of lipids (triglycerides and phospholipids) to form micelles, with the hydrophobic sides towards the fat and hydrophilic sides facing outwards. The hydrophilic sides are negatively charged, and this charge prevents fat droplets coated with bile from re-aggregating into larger fat particles. Ordinarily, the micelles in the duodenum have a diameter around 1–50 μm in humans.
The dispersion of food fat into micelles provides a greatly increased surface area for the action of the enzyme pancreatic lipase, which digests the triglycerides, and is able to reach the fatty core through gaps between the bile salts. A triglyceride is broken down into two fatty acids and a monoglyceride, which are absorbed by the villi on the intestine walls. After being transferred across the intestinal membrane, the fatty acids reform into triglycerides (), before being absorbed into the lymphatic system through lacteals. Without bile salts, most of the lipids in food wou
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Pulsatile secretion is a biochemical phenomenon observed in a wide variety of cell and tissue types, in which chemical products are secreted in a regular temporal pattern. The most common cellular products observed to be released in this manner are intercellular signaling molecules such as hormones or neurotransmitters. Examples of hormones that are secreted pulsatilely include insulin, thyrotropin, TRH, gonadotropin-releasing hormone (GnRH) and growth hormone (GH). In the nervous system, pulsatility is observed in oscillatory activity from central pattern generators. In the heart, pacemakers are able to work and secrete in a pulsatile manner. A pulsatile secretion pattern is critical to the function of many hormones in order to maintain the delicate homeostatic balance necessary for essential life processes, such as development and reproduction. Variations of the concentration in a certain frequency can be critical to hormone function, as evidenced by the case of GnRH agonists, which cause functional inhibition of the receptor for GnRH due to profound downregulation in response to constant (tonic) stimulation. Pulsatility may function to sensitize target tissues to the hormone of interest and upregulate receptors, leading to improved responses. This heightened response may have served to improve the animal's fitness in its environment and promote its evolutionary retention.
Pulsatile secretion in its various forms is observed in:
Hypothalamic-pituitary-gonadal axis (HPG) related hormones
Glucocorticoids
Insulin
Growth hormone
Parathyroid hormone
Neuroendocrine Pulsatility
Nervous system control over hormone release is based in the hypothalamus, from which the neurons that populate the pariventricular and arcuate nuclei originate. These neurons project to the median eminence, where they secrete releasing hormones into the hypophysial portal system connecting the hypothalamus with the pituitary gland. There, they dictate endocrine function via the four Hyp
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S cells are cells which release secretin, found in the jejunum and duodenum. They are stimulated by a drop in pH to 4 or below in the small intestine's lumen. The released secretin will increase the secretion of bicarbonate (HCO3−) into the lumen, via the pancreas. This is primarily accomplished by an increase in cyclic AMP that activates CFTR to release chloride anions into the lumen. The luminal Cl− is then involved in a bicarbonate transporter protein exchange, in which the chloride is reabsorbed by the cell and HCO3− is secreted into the lumen. S cells are also one of the main producers of cyclosamatin.
Human cells
Digestive system
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Pathophysiology of obesity is the study of disordered physiological processes that cause, result from, or are otherwise associated with obesity. A number of possible pathophysiological mechanisms have been identified which may contribute in the development and maintenance of obesity.
Research
This field of research had been almost unapproached until the leptin gene was discovered in 1994 by J. M. Friedman's laboratory. These investigators postulated that leptin was a satiety factor. In the ob/ob mouse, mutations in the leptin gene resulted in the obese phenotype opening the possibility of leptin therapy for human obesity. However, soon thereafter J. F. Caro's laboratory could not detect any mutations in the leptin gene in humans with obesity. On the contrary, leptin expression was increased, proposing the possibility of leptin-resistance in human obesity. Since this discovery, many other hormonal mechanisms have been elucidated that participate in the regulation of appetite and food intake, storage patterns of adipose tissue, and development of insulin resistance. Since leptin's discovery, ghrelin, insulin, orexin, PYY 3-36, cholecystokinin, adiponectin, as well as many other mediators have been studied. The adipokines are mediators produced by adipose tissue; their action is thought to modify many obesity-related diseases.
Appetite
Leptin and ghrelin are considered to be complementary in their influence on appetite, with ghrelin produced by the stomach modulating short-term appetitive control (i.e. to eat when the stomach is empty and to stop when the stomach is stretched). Leptin is produced by adipose tissue to signal fat storage reserves in the body, and mediates long-term appetitive controls (i.e. to eat more when fat storages are low and less when fat storages are high). Although administration of leptin may be effective in a small subset of obese individuals who are leptin-deficient, most obese individuals are thought to be leptin resistant and have been f
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Heterocrine glands (or composite glands) are the glands which function as both exocrine gland and endocrine gland. These glands exhibit a unique and diverse secretory function encompassing the release of proteins and non-proteinaceous compounds, endocrine and exocrine secretions into both the bloodstream and ducts respectively, thereby bridging the realms of internal and external communication within the body. This duality allows them to serve crucial roles in regulating various physiological processes and maintaining homeostasis. These include the gonads (testes and ovaries), pancreas and salivary glands.
Pancreas releases digestive enzymes into the small intestine via ducts (exocrine) and secretes insulin and glucagon into the bloodstream (endocrine) to regulate blood sugar level. Testes produce sperm, which is released through ducts (exocrine), and they also secrete testosterone into the bloodstream (endocrine). Similarly, ovaries release ova through ducts (exocrine) and produce estrogen and progesterone (endocrine). Salivary glands secrete saliva through ducts to aid in digestion (exocrine) and produce epidermal growth factor and insulin-like growth factor (endocrine).
Anatomy
Heterocrine glands typically have a complex structure that enables them to produce and release different types of secretions. The two primary components of these glands are:
Endocrine component: Heterocrine glands produce hormones, which are chemical messengers that travel through the bloodstream to target organs or tissues. These hormones play a vital role in regulating numerous physiological processes, such as metabolism, growth, and the immune response.
Exocrine component: In addition to their endocrine function, heterocrine glands secrete substances directly into ducts or cavities, which can be released through various body openings. These exocrine secretions can include enzymes, mucus, and other substances that aid in digestion, lubrication, or protection.
Characteristics and Func
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does the secretion of the hormone cholecystokinin stimulate the release of?
A. pancreatic juices, bile
B. insulin and pepsin
C. urea
D. sweat, saliva
Answer:
|
|
sciq-5728
|
multiple_choice
|
Both endocytosis and ______ are active transport processes.
|
[
"proteolysis",
"biosynthesis",
"cellular respiration",
"exocytosis"
] |
D
|
Relavent Documents:
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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
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Trans-endocytosis is the biological process where material created in one cell undergoes endocytosis (enters) into another cell. If the material is large enough, this can be observed using an electron microscope. Trans-endocytosis from neurons to glia has been observed using time-lapse microscopy.
Trans-endocytosis also applies to molecules. For example, this process is involved when a part of the protein Notch is cleaved off and undergoes endocytosis into its neighboring cell. Without Notch trans-endocytosis, there would be too many neurons in a developing embryo. Trans-endocytosis is also involved in cell movement when the protein ephrin is bound by its receptor from a neighboring cell.
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Exocytosis () is a form of active transport and bulk transport in which a cell transports molecules (e.g., neurotransmitters and proteins) out of the cell (exo- + cytosis). As an active transport mechanism, exocytosis requires the use of energy to transport material. Exocytosis and its counterpart, endocytosis, are used by all cells because most chemical substances important to them are large polar molecules that cannot pass through the hydrophobic portion of the cell membrane by passive means. Exocytosis is the process by which a large amount of molecules are released; thus it is a form of bulk transport. Exocytosis occurs via secretory portals at the cell plasma membrane called porosomes. Porosomes are permanent cup-shaped lipoprotein structure at the cell plasma membrane, where secretory vesicles transiently dock and fuse to release intra-vesicular contents from the cell.
In exocytosis, membrane-bound secretory vesicles are carried to the cell membrane, where they dock and fuse at porosomes and their contents (i.e., water-soluble molecules) are secreted into the extracellular environment. This secretion is possible because the vesicle transiently fuses with the plasma membrane. In the context of neurotransmission, neurotransmitters are typically released from synaptic vesicles into the synaptic cleft via exocytosis; however, neurotransmitters can also be released via reverse transport through membrane transport proteins.
Exocytosis is also a mechanism by which cells are able to insert membrane proteins (such as ion channels and cell surface receptors), lipids, and other components into the cell membrane. Vesicles containing these membrane components fully fuse with and become part of the outer cell membrane.
History
The term was proposed by De Duve in 1963.
Types
In eukaryotes there are two types of exocytosis:
1) Ca2+ triggered non-constitutive (i.e., regulated exocytosis) and
2) non-Ca2+ triggered constitutive (i.e., non-regulated).
Ca2+ triggered non-const
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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 4:::
Paracellular transport refers to the transfer of substances across an epithelium by passing through the intercellular space between the cells. It is in contrast to transcellular transport, where the substances travel through the cell, passing through both the apical membrane and basolateral membrane.
The distinction has particular significance in renal physiology and intestinal physiology. Transcellular transport often involves energy expenditure whereas paracellular transport is unmediated and passive down a concentration gradient, or by osmosis (for water) and solvent drag for solutes. Paracellular transport also has the benefit that absorption rate is matched to load because it has no transporters that can be saturated.
In most mammals, intestinal absorption of nutrients is thought to be dominated by transcellular transport, e.g., glucose is primarily absorbed via the SGLT1 transporter and other glucose transporters. Paracellular absorption therefore plays only a minor role in glucose absorption, although there is evidence that paracellular pathways become more available when nutrients are present in the intestinal lumen. In contrast, small flying vertebrates (small birds and bats) rely on the paracellular pathway for the majority of glucose absorption in the intestine. This has been hypothesized to compensate for an evolutionary pressure to reduce mass in flying animals, which resulted in a reduction in intestine size and faster transit time of food through the gut.
Capillaries of the blood–brain barrier have only transcellular transport, in contrast with normal capillaries which have both transcellular and paracellular transport.
The paracellular pathway of transport is also important for the absorption of drugs in the gastrointestinal tract. The paracellular pathway allows the permeation of hydrophilic molecules that are not able to permeate through the lipid membrane by the transcellular pathway of absorption. This is particularly important for hydrophi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Both endocytosis and ______ are active transport processes.
A. proteolysis
B. biosynthesis
C. cellular respiration
D. exocytosis
Answer:
|
|
sciq-5987
|
multiple_choice
|
Because conditions are not ideal, most populations grow ____________.
|
[
"historically",
"logistically",
"SOCIALLY",
"mathematically"
] |
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:::
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:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 3:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 4:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Because conditions are not ideal, most populations grow ____________.
A. historically
B. logistically
C. SOCIALLY
D. mathematically
Answer:
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sciq-852
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multiple_choice
|
What two elements do chloroplasts split water into?
|
[
"Carbon and water",
"vaporize and oxygen",
"Salt and sodium",
"hydrogen and oxygen"
] |
D
|
Relavent Documents:
Document 0:::
In contrast to the Cladophorales where nuclei are organized in regularly spaced cytoplasmic domains, the cytoplasm of Bryopsidales exhibits streaming, enabling transportation of organelles, transcripts and nutrients across the plant.
The Sphaeropleales also contain several common freshwat
Document 1:::
Sieve elements are specialized cells that are important for the function of phloem, which is a highly organized tissue that transports organic compounds made during photosynthesis. Sieve elements are the major conducting cells in phloem. Conducting cells aid in transport of molecules especially for long-distance signaling. In plant anatomy, there are two main types of sieve elements. Companion cells and sieve cells originate from meristems, which are tissues that actively divide throughout a plant's lifetime. They are similar to the development of xylem, a water conducting tissue in plants whose main function is also transportation in the plant vascular system. Sieve elements' major function includes transporting sugars over long distance through plants by acting as a channel. Sieve elements elongate cells containing sieve areas on their walls. Pores on sieve areas allow for cytoplasmic connections to neighboring cells, which allows for the movement of photosynthetic material and other organic molecules necessary for tissue function. Structurally, they are elongated and parallel to the organ or tissue that they are located in. Sieve elements typically lack a nucleus and contain none to a very small number of ribosomes. The two types of sieve elements, sieve tube members and sieve cells, have different structures. Sieve tube members are shorter and wider with greater area for nutrient transport while sieve cells tend to be longer and narrower with smaller area for nutrient transport. Although the function of both of these kinds of sieve elements is the same, sieve cells are found in gymnosperms, non-flowering vascular plants, while sieve tube members are found in angiosperms, flowering vascular plants.
Discovery
Sieve elements were first discovered by the forest botanist Theodor Hartig in 1837. Since this discovery, the structure and physiology of phloem tissue has been emphasized more as there has been greater focus on its specialized components such as the sieve
Document 2:::
Vascular plants (), also called tracheophytes () or collectively Tracheophyta (), form a large group of land plants ( accepted known species) that have lignified tissues (the xylem) for conducting water and minerals throughout the plant. They also have a specialized non-lignified tissue (the phloem) to conduct products of photosynthesis. Vascular plants include the clubmosses, horsetails, ferns, gymnosperms (including conifers), and angiosperms (flowering plants). Scientific names for the group include Tracheophyta, Tracheobionta and Equisetopsida sensu lato. Some early land plants (the rhyniophytes) had less developed vascular tissue; the term eutracheophyte has been used for all other vascular plants, including all living ones.
Historically, vascular plants were known as "higher plants", as it was believed that they were further evolved than other plants due to being more complex organisms. However, this is an antiquated remnant of the obsolete scala naturae, and the term is generally considered to be unscientific.
Characteristics
Botanists define vascular plants by three primary characteristics:
Vascular plants have vascular tissues which distribute resources through the plant. Two kinds of vascular tissue occur in plants: xylem and phloem. Phloem and xylem are closely associated with one another and are typically located immediately adjacent to each other in the plant. The combination of one xylem and one phloem strand adjacent to each other is known as a vascular bundle. The evolution of vascular tissue in plants allowed them to evolve to larger sizes than non-vascular plants, which lack these specialized conducting tissues and are thereby restricted to relatively small sizes.
In vascular plants, the principal generation or phase is the sporophyte, which produces spores and is diploid (having two sets of chromosomes per cell). (By contrast, the principal generation phase in non-vascular plants is the gametophyte, which produces gametes and is haploid - with
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What two elements do chloroplasts split water into?
A. Carbon and water
B. vaporize and oxygen
C. Salt and sodium
D. hydrogen and oxygen
Answer:
|
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