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ai2_arc-591
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multiple_choice
|
Louis Pasteur created a process that reduced the amount of bacteria in milk. How does this process most likely benefit people?
|
[
"by helping to prevent food allergies",
"by encouraging people to eat healthy foods",
"by helping to keep people from becoming ill",
"by curing diseases caused by lack of vitamins"
] |
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:::
Biochemical engineering, also known as bioprocess engineering, is a field of study with roots stemming from chemical engineering and biological engineering. It mainly deals with the design, construction, and advancement of unit processes that involve biological organisms (such as fermentation) or organic molecules (often enzymes) and has various applications in areas of interest such as biofuels, food, pharmaceuticals, biotechnology, and water treatment processes. The role of a biochemical engineer is to take findings developed by biologists and chemists in a laboratory and translate that to a large-scale manufacturing process.
History
For hundreds of years, humans have made use of the chemical reactions of biological organisms in order to create goods. In the mid-1800s, Louis Pasteur was one of the first people to look into the role of these organisms when he researched fermentation. His work also contributed to the use of pasteurization, which is still used to this day. By the early 1900s, the use of microorganisms had expanded, and was used to make industrial products. Up to this point, biochemical engineering hadn't developed as a field yet. It wasn't until 1928 when Alexander Fleming discovered penicillin that the field of biochemical engineering was established. After this discovery, samples were gathered from around the world in order to continue research into the characteristics of microbes from places such as soils, gardens, forests, rivers, and streams. Today, biochemical engineers can be found working in a variety of industries, from food to pharmaceuticals. This is due to the increasing need for efficiency and production which requires knowledge of how biological systems and chemical reactions interact with each other and how they can be used to meet these needs.
Education
Biochemical engineering is not a major offered by most universities and is instead an area of interest under the chemical engineering major in most cases. The following universiti
Document 3:::
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 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.
Louis Pasteur created a process that reduced the amount of bacteria in milk. How does this process most likely benefit people?
A. by helping to prevent food allergies
B. by encouraging people to eat healthy foods
C. by helping to keep people from becoming ill
D. by curing diseases caused by lack of vitamins
Answer:
|
|
sciq-10591
|
multiple_choice
|
What are the two groups that tripoblastic eucoelomates can be divided into based on early embryonic development differences?
|
[
"heterodimers and deuterostomes",
"protostomes and eurostomes",
"odontoblasts and deuterostomes",
"protostomes and deuterostomes"
] |
D
|
Relavent Documents:
Document 0:::
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
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G
H
I
J
K
L
M
N
O
P
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R
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T
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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
Document 1:::
A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord.
Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared
with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types.
Multicellular organisms
All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special
Document 2:::
Gerd B. Müller (born 1953) is an Austrian biologist who is emeritus professor at the University of Vienna where he was the head of the Department of Theoretical Biology in the Center for Organismal Systems Biology. His research interests focus on vertebrate limb development, evolutionary novelties, evo-devo theory, and the Extended Evolutionary Synthesis. He is also concerned with the development of 3D based imaging tools in developmental biology.
Biography
Müller received an M.D. in 1979 and a Ph.D. in zoology in 1985, both from the University of Vienna. He has been a sabbatical fellow at the Department of Developmental Biology, Dalhousie University, Canada, (1988) and a visiting scholar at the Museum of Comparative Zoology, Harvard University, and received his Habilitation in Anatomy and Embryology in 1989. He is a founding member of the Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria, of which he has been President since 1997. Müller is on the editorial boards of several scientific journals, including Biological Theory where he serves as an associate editor. He is editor-in-chief of the Vienna Series in Theoretical Biology, a book series devoted to theoretical developments in the biosciences, published by MIT Press.
Scientific contribution
Müller has published on developmental imaging, vertebrate limb development, the origins of phenotypic novelty, EvoDevo theory, and evolutionary theory.
With the cell and developmental biologist Stuart Newman, Müller co-edited the book Origination of Organismal Form (MIT Press, 2003). This book on evolutionary developmental biology is a collection of papers on generative mechanisms that were plausibly involved in the origination of disparate body forms during early periods of organismal life. Particular attention is given to epigenetic factors, such as physical determinants and environmental parameters, that may have led to the spontaneous emergence of bodyplans and organ forms during a
Document 3:::
Convergent extension (CE), sometimes called convergence and extension (C&E), is the process by which the tissue of an embryo is restructured to converge (narrow) along one axis and extend (elongate) along a perpendicular axis by cellular movement.
Example and explanation
An example of this process is where the anteroposterior axis (the axis drawn between the head and tail end of an embryo) becomes longer as the lateral tissues (those that make up the left and right sides of the embryo) move in towards the dorsal midline (the middle of the back of the animal). This process plays a crucial role in shaping the body plan during embryogenesis and occurs during gastrulation, neurulation, axis elongation, and organogenesis in both vertebrate and invertebrate embryos. In chordate animals, this process is utilized within a vast population of cells; from the smaller populations in the notochord of the sea squirt (ascidian) to the larger populations of the dorsal mesoderm and neural ectoderm of frogs (Xenopus) and fish. Many characteristics of convergent extension are conserved in the teleost fish, the bird, and very likely within mammals at the molecular, cellular, and tissue level.
In amphibians and fish
Convergent extension has been primarily studied in frogs and fish due to their large embryo size and their development outside of a maternal host (in egg clutches in the water, as opposed to in a uterus). Within frogs and fish, however, there exist fundamental differences in how convergent extension is achieved. Frog embryogenesis utilizes cell rearrangement as the sole player of this process. Fish, on the other hand, utilize both cell rearrangement as well as directed migration (Fig. 1) . Cellular rearrangement is the process by which individual cells of a tissue rearrange to reshape the tissue as a whole, while cellular migration is the directed movement of a singular cell or small group of cells across a substrate such as a membrane or tissue.
Frog (Xenopus), as
Document 4:::
In the field of developmental biology, regional differentiation is the process by which different areas are identified in the development of the early embryo. The process by which the cells become specified differs between organisms.
Cell fate determination
In terms of developmental commitment, a cell can either be specified or it can be determined. Specification is the first stage in differentiation. A cell that is specified can have its commitment reversed while the determined state is irreversible. There are two main types of specification: autonomous and conditional. A cell specified autonomously will develop into a specific fate based upon cytoplasmic determinants with no regard to the environment the cell is in. A cell specified conditionally will develop into a specific fate based upon other surrounding cells or morphogen gradients. Another type of specification is syncytial specification, characteristic of most insect classes.
Specification in sea urchins uses both autonomous and conditional mechanisms to determine the anterior/posterior axis. The anterior/posterior axis lies along the animal/vegetal axis set up during cleavage. The micromeres induce the nearby tissue to become endoderm while the animal cells are specified to become ectoderm. The animal cells are not determined because the micromeres can induce the animal cells to also take on mesodermal and endodermal fates. It was observed that β-catenin was present in the nuclei at the vegetal pole of the blastula. Through a series of experiments, one study confirmed the role of β-catenin in the cell-autonomous specification of vegetal cell fates and the micromeres inducing ability. Treatments of lithium chloride sufficient to vegetalize the embryo resulted in increases in nuclearly localized b-catenin. Reduction of expression of β-catenin in the nucleus correlated with loss of vegetal cell fates. Transplants of micromeres lacking nuclear accumulation of β-catenin were unable to induce a second axis.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the two groups that tripoblastic eucoelomates can be divided into based on early embryonic development differences?
A. heterodimers and deuterostomes
B. protostomes and eurostomes
C. odontoblasts and deuterostomes
D. protostomes and deuterostomes
Answer:
|
|
sciq-7250
|
multiple_choice
|
Vaccinations are designed to boost immunity to a virus to prevent this?
|
[
"pathogen",
"mutation",
"reproduction",
"infection"
] |
D
|
Relavent Documents:
Document 0:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 1:::
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:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 4:::
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.
Vaccinations are designed to boost immunity to a virus to prevent this?
A. pathogen
B. mutation
C. reproduction
D. infection
Answer:
|
|
sciq-910
|
multiple_choice
|
Short chains of two amino acids (dipeptides) or three amino acids (tripeptides) are also transported actively. however, after they enter the absorptive epithelial cells, they are broken down into their amino acids before leaving the cell and entering the capillary blood via what?
|
[
"diffusion",
"convection",
"osmosis",
"absorption"
] |
A
|
Relavent Documents:
Document 0:::
Transcellular transport involves the transportation of solutes by a cell through a cell. Transcellular transport can occur in three different ways active transport, passive transport, and transcytosis.
Active Transport
Main article: Active transport
Active transport is the process of moving molecules from an area of low concentrations to an area of high concentration. There are two types of active transport, primary active transport and secondary active transport. Primary active transport uses adenosine triphosphate (ATP) to move specific molecules and solutes against its concentration gradient. Examples of molecules that follow this process are potassium K+, sodium Na+, and calcium Ca2+. A place in the human body where this occurs is in the intestines with the uptake of glucose. Secondary active transport is when one solute moves down the electrochemical gradient to produce enough energy to force the transport of another solute from low concentration to high concentration. An example of where this occurs is in the movement of glucose within the proximal convoluted tubule (PCT).
Passive Transport
Main article: Passive transport
Passive transport is the process of moving molecules from an area of high concentration to an area of low concentration without expelling any energy. There are two types of passive transport, passive diffusion and facilitated diffusion. Passive diffusion is the unassisted movement of molecules from high concentration to low concentration across a permeable membrane. One example of passive diffusion is the gas exchange that occurs between the oxygen in the blood and the carbon dioxide present in the lungs. Facilitated diffusion is the movement of polar molecules down the concentration gradient with the assistance of membrane proteins. Since the molecules associated with facilitated diffusion are polar, they are repelled by the hydrophobic sections of permeable membrane, therefore they need to be assisted by the membrane proteins. Both t
Document 1:::
Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis.
Passive transport follows Fick's first law.
Diffusion
Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient").
However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph
Document 2:::
In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.
The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell.
Background
Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case.
For example, a classic chemical mechanism for separation that does
Document 3:::
Paracellular transport refers to the transfer of substances across an epithelium by passing through the intercellular space between the cells. It is in contrast to transcellular transport, where the substances travel through the cell, passing through both the apical membrane and basolateral membrane.
The distinction has particular significance in renal physiology and intestinal physiology. Transcellular transport often involves energy expenditure whereas paracellular transport is unmediated and passive down a concentration gradient, or by osmosis (for water) and solvent drag for solutes. Paracellular transport also has the benefit that absorption rate is matched to load because it has no transporters that can be saturated.
In most mammals, intestinal absorption of nutrients is thought to be dominated by transcellular transport, e.g., glucose is primarily absorbed via the SGLT1 transporter and other glucose transporters. Paracellular absorption therefore plays only a minor role in glucose absorption, although there is evidence that paracellular pathways become more available when nutrients are present in the intestinal lumen. In contrast, small flying vertebrates (small birds and bats) rely on the paracellular pathway for the majority of glucose absorption in the intestine. This has been hypothesized to compensate for an evolutionary pressure to reduce mass in flying animals, which resulted in a reduction in intestine size and faster transit time of food through the gut.
Capillaries of the blood–brain barrier have only transcellular transport, in contrast with normal capillaries which have both transcellular and paracellular transport.
The paracellular pathway of transport is also important for the absorption of drugs in the gastrointestinal tract. The paracellular pathway allows the permeation of hydrophilic molecules that are not able to permeate through the lipid membrane by the transcellular pathway of absorption. This is particularly important for hydrophi
Document 4:::
Transport by molecular motor proteins (Kinesin, Dynein and unconventional Myosin) is essential for cell functioning and survival. Studies of multiple motors are inspired by the fact that multiple motors are involved in many biological processes such as intra-cellular transport and mitosis. This increasing interest in modeling multiple motor transport is particularly due to improved understanding of single motor function. Several models have been proposed in recent year to understand the transport by multiple motors.
Models developed can be broadly divided into two categories (1) mean-field/steady state model and (2) stochastic model. The mean-field model is useful for describing transport by a large group of motors. In mean-field description, fluctuation in the forces that individual motors feel while pulling the cargo is ignored. In stochastic model, fluctuation in the forces that motors feel are not ignored. Steady-state/mean-field model is useful for modeling transport by a large group of motors whereas stochastic model is useful for modeling transport by few motors.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Short chains of two amino acids (dipeptides) or three amino acids (tripeptides) are also transported actively. however, after they enter the absorptive epithelial cells, they are broken down into their amino acids before leaving the cell and entering the capillary blood via what?
A. diffusion
B. convection
C. osmosis
D. absorption
Answer:
|
|
ai2_arc-334
|
multiple_choice
|
Carbon dioxide emissions have increased due to large numbers of automobiles and increased industrialization. Which of the following has been most affected by the increase in carbon dioxide levels?
|
[
"the ability of farmers to plant crops",
"the ability of scientists to study other planets",
"the ability of Earth to continue recycling rocks",
"the ability of Earth to maintain lower temperatures"
] |
D
|
Relavent Documents:
Document 0:::
The indirect land use change impacts of biofuels, also known as ILUC or iLUC (pronounced as i-luck), relates to the unintended consequence of releasing more carbon emissions due to land-use changes around the world induced by the expansion of croplands for ethanol or biodiesel production in response to the increased global demand for biofuels.
As farmers worldwide respond to higher crop prices in order to maintain the global food supply-and-demand balance, pristine lands are cleared to replace the food crops that were diverted elsewhere to biofuels' production. Because natural lands, such as rainforests and grasslands, store carbon in their soil and biomass as plants grow each year, clearance of wilderness for new farms translates to a net increase in greenhouse gas emissions. Due to this off-site change in the carbon stock of the soil and the biomass, indirect land use change has consequences in the greenhouse gas (GHG) balance of a biofuel.
Other authors have also argued that indirect land use changes produce other significant social and environmental impacts, affecting biodiversity, water quality, food prices and supply, land tenure, worker migration, and community and cultural stability.
History
The estimates of carbon intensity for a given biofuel depend on the assumptions regarding several variables. As of 2008, multiple full life cycle studies had found that corn ethanol, cellulosic ethanol and Brazilian sugarcane ethanol produce lower greenhouse gas emissions than gasoline. None of these studies, however, considered the effects of indirect land-use changes, and though land use impacts were acknowledged, estimation was considered too complex and difficult to model. A controversial paper published in February 2008 in Sciencexpress by a team led by Searchinger from Princeton University concluded that such effects offset the (positive) direct effects of both corn and cellulosic ethanol and that Brazilian sugarcane performed better, but still resulted in a sma
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At the global scale sustainability and environmental management involves managing the oceans, freshwater systems, land and atmosphere, according to sustainability principles.
Land use change is fundamental to the operations of the biosphere because alterations in the relative proportions of land dedicated to urbanisation, agriculture, forest, woodland, grassland and pasture have a marked effect on the global water, carbon and nitrogen biogeochemical cycles. Management of the Earth's atmosphere involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities. Ocean circulation patterns have a strong influence on climate and weather and, in turn, the food supply of both humans and other organisms.
Atmosphere
In March 2009, at a meeting of the Copenhagen Climate Council, 2,500 climate experts from 80 countries issued a keynote statement that there is now "no excuse" for failing to act on global warming and without strong carbon reduction targets "abrupt or irreversible" shifts in climate may occur that "will be very difficult for contemporary societies to cope with". Management of the global atmosphere now involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities.
Other human impacts on the atmosphere include the air pollution in cities, the pollutants including toxic chemicals like nitrogen oxides, sulphur oxides, volatile organic compounds and airborne particulate matter that produce photochemical smog and acid rain, and the chlorofluorocarbons that degrade the ozone layer. Anthropogenic particulates such as sulfate aerosols in the atmosphere reduce the direct irradianc
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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
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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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Climate change mitigation is action to limit climate change by reducing emissions of greenhouse gases or removing those gases from the atmosphere. The recent rise in global average temperature is mostly due to emissions from unabated burning of fossil fuels such as coal, oil, and natural gas. Mitigation can reduce emissions by transitioning to sustainable energy sources, conserving energy, and increasing efficiency. It is possible to remove carbon dioxide () from the atmosphere by enlarging forests, restoring wetlands and using other natural and technical processes. Experts call these processes carbon sequestration. Governments and companies have pledged to reduce emissions to prevent dangerous climate change in line with international negotiations to limit warming by reducing emissions.
Solar energy and wind power have the greatest potential for mitigation at the lowest cost compared to a range of other options. The availability of sunshine and wind is variable. But it is possible to deal with this through energy storage and improved electrical grids. These include long-distance electricity transmission, demand management and diversification of renewables. It is possible to reduce emissions from infrastructure that directly burns fossil fuels, such as vehicles and heating appliances, by electrifying the infrastructure. If the electricity comes from renewable sources instead of fossil fuels this will reduce emissions. Using heat pumps and electric vehicles can improve energy efficiency. If industrial processes must create carbon dioxide, carbon capture and storage can reduce net emissions.
Greenhouse gas emissions from agriculture include methane as well as nitrous oxide. It is possible to cut emissions from agriculture by reducing food waste, switching to a more plant-based diet, by protecting ecosystems and by improving farming processes. Changing energy sources, industrial processes and farming methods can reduce emissions. So can changes in demand, for instanc
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Carbon dioxide emissions have increased due to large numbers of automobiles and increased industrialization. Which of the following has been most affected by the increase in carbon dioxide levels?
A. the ability of farmers to plant crops
B. the ability of scientists to study other planets
C. the ability of Earth to continue recycling rocks
D. the ability of Earth to maintain lower temperatures
Answer:
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sciq-10551
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multiple_choice
|
What are the light wavelengths that the human eye can detect called?
|
[
"ultraviolet light",
"apparent light",
"infrared light",
"visible light"
] |
D
|
Relavent Documents:
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The visible spectrum is the portion of the electromagnetic spectrum that is visible to the human eye. Electromagnetic radiation in this range of wavelengths is called visible light or simply light. A typical human eye will respond to wavelengths from about 380 to about 750 nanometers. In terms of frequency, this corresponds to a band in the vicinity of 400–790 terahertz. These boundaries are not sharply defined and may vary per individual. Under optimal conditions these limits of human perception can extend to 310 nm (ultraviolet) and 1100 nm (near infrared).
The optical spectrum is sometimes considered to be the same as the visible spectrum, but some authors define the term more broadly, to include the ultraviolet and infrared parts of the electromagnetic spectrum as well.
The spectrum does not contain all the colors that the human visual system can distinguish. Unsaturated colors such as pink, or purple variations like magenta, for example, are absent because they can only be made from a mix of multiple wavelengths. Colors containing only one wavelength are also called pure colors or spectral colors.
Visible wavelengths pass largely unattenuated through the Earth's atmosphere via the "optical window" region of the electromagnetic spectrum. An example of this phenomenon is when clean air scatters blue light more than red light, and so the midday sky appears blue (apart from the area around the Sun which appears white because the light is not scattered as much). The optical window is also referred to as the "visible window" because it overlaps the human visible response spectrum. The near infrared (NIR) window lies just out of the human vision, as well as the medium wavelength infrared (MWIR) window, and the long-wavelength or far-infrared (LWIR or FIR) window, although other animals may perceive them.
Spectral colors
Colors that can be produced by visible light of a narrow band of wavelengths (monochromatic light) are called pure spectral colors. The various co
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The evolution of color vision in primates is highly unusual compared to most eutherian mammals. A remote vertebrate ancestor of primates possessed tetrachromacy, but nocturnal, warm-blooded, mammalian ancestors lost two of four cones in the retina at the time of dinosaurs. Most teleost fish, reptiles and birds are therefore tetrachromatic while most mammals are strictly dichromats, the exceptions being some primates and marsupials, who are trichromats, and many marine mammals, who are monochromats.
Cones and opsins
While color vision is dependent on many factors, discussion of the evolution of color vision is typically simplified to two factors:
the breadth of the visible spectrum (which wavelengths of light can be detected), and
the dimensionality of the color gamut (e.g. dichromacy vs. tetrachromacy).
In vertebrates, both of these are almost perfectly correlated to an individual's cone complement.
The retina comprises several different classes of photoreceptors, including cone cells and rod cells. Rods usually do not contribute to color vision (except in mesopic conditions) and have not evolved significantly in the era of primates, so they will not be discussed here. It is the cone cells, which are used for photopic vision, that facilitate color vision.
Each type - or class - of cones is defined by its opsin, a protein fundamental to the visual cycle that tunes the cell to certain wavelengths of light. The opsins present in cone cells are specifically called photopsin. The spectral sensitivities of the opsins are dependent on their genetic sequence. The most important (and often only important for discussions of opsin evolution) parameter of the spectral sensitivity is the peak wavelength, i.e. the wavelength of light to which they are most sensitive. For example, a typical human L-opsin has a peak wavelength of 560nm. The cone complement defines an individual's set of cones in their retina - usually consistent with the set of opsins in their genome.
The
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In visual physiology, adaptation is the ability of the retina of the eye to adjust to various levels of light. Natural night vision, or scotopic vision, is the ability to see under low-light conditions. In humans, rod cells are exclusively responsible for night vision as cone cells are only able to function at higher illumination levels. Night vision is of lower quality than day vision because it is limited in resolution and colors cannot be discerned; only shades of gray are seen. In order for humans to transition from day to night vision they must undergo a dark adaptation period of up to two hours in which each eye adjusts from a high to a low luminescence "setting", increasing sensitivity hugely, by many orders of magnitude. This adaptation period is different between rod and cone cells and results from the regeneration of photopigments to increase retinal sensitivity. Light adaptation, in contrast, works very quickly, within seconds.
Efficiency
The human eye can function from very dark to very bright levels of light; its sensing capabilities reach across nine orders of magnitude. This means that the brightest and the darkest light signal that the eye can sense are a factor of roughly 1,000,000,000 apart. However, in any given moment of time, the eye can only sense a contrast ratio of 1,000. What enables the wider reach is that the eye adapts its definition of what is black.
The eye takes approximately 20–30 minutes to fully adapt from bright sunlight to complete darkness and becomes 10,000 to 1,000,000 times more sensitive than at full daylight. In this process, the eye's perception of color changes as well (this is called the Purkinje effect). However, it takes approximately five minutes for the eye to adapt from darkness to bright sunlight. This is due to cones obtaining more sensitivity when first entering the dark for the first five minutes but the rods taking over after five or more minutes. Cone cells are able to regain maximum retinal sensitivity in 9
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Color vision, a feature of visual perception, is an ability to perceive differences between light composed of different frequencies independently of light intensity. Color perception is a part of the larger visual system and is mediated by a complex process between neurons that begins with differential stimulation of different types of photoreceptors by light entering the eye. Those photoreceptors then emit outputs that are propagated through many layers of neurons and then ultimately to the brain. Color vision is found in many animals and is mediated by similar underlying mechanisms with common types of biological molecules and a complex history of evolution in different animal taxa. In primates, color vision may have evolved under selective pressure for a variety of visual tasks including the foraging for nutritious young leaves, ripe fruit, and flowers, as well as detecting predator camouflage and emotional states in other primates.
Wavelength
Isaac Newton discovered that white light after being split into its component colors when passed through a dispersive prism could be recombined to make white light by passing them through a different prism. The visible light spectrum ranges from about 380 to 740 nanometers. Spectral colors (colors that are produced by a narrow band of wavelengths) such as red, orange, yellow, green, cyan, blue, and violet can be found in this range. These spectral colors do not refer to a single wavelength, but rather to a set of wavelengths: red, 625–740 nm; orange, 590–625 nm; yellow, 565–590 nm; green, 500–565 nm; cyan, 485–500 nm; blue, 450–485 nm; violet, 380–450 nm.
Wavelengths longer or shorter than this range are called infrared or ultraviolet, respectively. Humans cannot generally see these wavelengths, but other animals may.
Hue detection
Sufficient differences in wavelength cause a difference in the perceived hue; the just-noticeable difference in wavelength varies from about 1 nm in the blue-green and yellow wavelengths t
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Cosmic ray visual phenomena, or light flashes (LF), also known as Astronaut's Eye, are spontaneous flashes of light visually perceived by some astronauts outside the magnetosphere of the Earth, such as during the Apollo program. While LF may be the result of actual photons of visible light being sensed by the retina, the LF discussed here could also pertain to phosphenes, which are sensations of light produced by the activation of neurons along the visual pathway.
Possible causes
Researchers believe that the LF perceived specifically by astronauts in space are due to cosmic rays (high-energy charged particles from beyond the Earth's atmosphere), though the exact mechanism is unknown. Hypotheses include Cherenkov radiation created as the cosmic ray particles pass through the vitreous humour of the astronauts' eyes, direct interaction with the optic nerve, direct interaction with visual centres in the brain, retinal receptor stimulation, and a more general interaction of the retina with radiation.
Conditions under which the light flashes were reported
Astronauts who had recently returned from space missions to the Hubble Space Telescope, the International Space Station and Mir Space Station reported seeing the LF under different conditions. In order of decreasing frequency of reporting in a survey, they saw the LF in the dark, in dim light, in bright light and one reported that he saw them regardless of light level and light adaptation. They were seen mainly before sleeping.
Types
Some LF were reported to be clearly visible, while others were not. They manifested in different colors and shapes. How often each type was seen varied across astronauts' experiences, as evident in a survey of 59 astronauts.
Colors
On Lunar missions, astronauts almost always reported that the flashes were white, with one exception where the astronaut observed "blue with a white cast, like a blue diamond." On other space missions, astronauts reported seeing other colors such as yellow and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the light wavelengths that the human eye can detect called?
A. ultraviolet light
B. apparent light
C. infrared light
D. visible light
Answer:
|
|
sciq-5975
|
multiple_choice
|
Which of newton's law shows that there is a direct relationship between force and acceleration?
|
[
"second",
"first",
"none of the above",
"third"
] |
A
|
Relavent Documents:
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<noinclude>
Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics, often with the aim of improving the effectiveness of student learning. PER draws from other disciplines, such as sociology, cognitive science, education and linguistics, and complements them by reflecting the disciplinary knowledge and practices of physics. Approximately eighty-five institutions in the United States conduct research in science and physics education.
Goals
One primary goal of PER is to develop pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to implement these techniques. Because even basic ideas in physics can be confusing, together with the possibility of scientific misconceptions formed from teaching through analogies, lecturing often does not erase common misconceptions about physics that students acquire before they are taught physics. Research often focuses on learning more about common misconceptions that students bring to the physics classroom so that techniques can be devised to help students overcome these misconceptions.
In most introductory physics courses, mechanics is usually the first area of physics that is taught. Newton's laws of motion about interactions between forces and objects are central to the study of mechanics. Many students hold the Aristotelian misconception that a net force is required to keep a body moving; instead, motion is modeled in modern physics with Newton's first law of inertia, stating that a body will keep its state of rest or movement unless a net force acts on the body. Like students who hold this misconception, Newton arrived at his three laws of motion through empirical analysis, although he did it with an extensive study of data that included astronomical observations. Students can erase such as misconception in a nearly frictionless environment, where they find that
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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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As described by the third of Newton's laws of motion of classical mechanics, all forces occur in pairs such that if one object exerts a force on another object, then the second object exerts an equal and opposite reaction force on the first. The third law is also more generally stated as: "To every action there is always opposed an equal reaction: or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts." The attribution of which of the two forces is the action and which is the reaction is arbitrary. Either of the two can be considered the action, while the other is its associated reaction.
Examples
Interaction with ground
When something is exerting force on the ground, the ground will push back with equal force in the opposite direction. In certain fields of applied physics, such as biomechanics, this force by the ground is called 'ground reaction force'; the force by the object on the ground is viewed as the 'action'.
When someone wants to jump, he or she exerts additional downward force on the ground ('action'). Simultaneously, the ground exerts upward force on the person ('reaction'). If this upward force is greater than the person's weight, this will result in upward acceleration. When these forces are perpendicular to the ground, they are also called a normal force.
Likewise, the spinning wheels of a vehicle attempt to slide backward across the ground. If the ground is not too slippery, this results in a pair of friction forces: the 'action' by the wheel on the ground in backward direction, and the 'reaction' by the ground on the wheel in forward direction. This forward force propels the vehicle.
Gravitational forces
The Earth, among other planets, orbits the Sun because the Sun exerts a gravitational pull that acts as a centripetal force, holding the Earth to it, which would otherwise go shooting off into space. If the Sun's pull is considered an action, then Earth simultaneously exerts a reaction as a gravi
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The parallelogram of forces is a method for solving (or visualizing) the results of applying two forces to an object.
When more than two forces are involved, the geometry is no longer parallelogrammatic, but the same principles apply. Forces, being vectors are observed to obey the laws of vector addition, and so the overall (resultant) force due to the application of a number of forces can be found geometrically by drawing vector arrows for each force. For example, see Figure 1. This construction has the same result as moving F2 so its tail coincides with the head of F1, and taking the net force as the vector joining the tail of F1 to the head of F2. This procedure can be repeated to add F3 to the resultant F1 + F2, and so forth.
Newton's proof
Preliminary: the parallelogram of velocity
Suppose a particle moves at a uniform rate along a line from A to B (Figure 2) in a given time (say, one second), while in the same time, the line AB moves uniformly from its position at AB to a position at DC, remaining parallel to its original orientation throughout. Accounting for both motions, the particle traces the line AC. Because a displacement in a given time is a measure of velocity, the length of AB is a measure of the particle's velocity along AB, the length of AD is a measure of the line's velocity along AD, and the length of AC is a measure of the particle's velocity along AC. The particle's motion is the same as if it had moved with a single velocity along AC.
Newton's proof of the parallelogram of force
Suppose two forces act on a particle at the origin (the "tails" of the vectors) of Figure 1. Let the lengths of the vectors F1 and F2 represent the velocities the two forces could produce in the particle by acting for a given time, and let the direction of each represent the direction in which they act. Each force acts independently and will produce its particular velocity whether the other force acts or not. At the end of the given time, the particle has both v
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Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams.
Course content
Intended to be equivalent to an introductory college course in mechanics for physics or engineering majors, the course modules are:
Kinematics
Newton's laws of motion
Work, energy and power
Systems of particles and linear momentum
Circular motion and rotation
Oscillations and gravitation.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a Calculus I class.
This course is often compared to AP Physics 1: Algebra Based for its similar course material involving kinematics, work, motion, forces, rotation, and oscillations. However, AP Physics 1: Algebra Based lacks concepts found in Calculus I, like derivatives or integrals.
This course may be combined with AP Physics C: Electricity and Magnetism to make a unified Physics C course that prepares for both exams.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Mechanics is separate from the AP examination for AP Physics C: Electricity and Magnetism. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday aftern
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of newton's law shows that there is a direct relationship between force and acceleration?
A. second
B. first
C. none of the above
D. third
Answer:
|
|
sciq-5393
|
multiple_choice
|
The chromosomes that have a mixture of maternal and paternal sequence are called what?
|
[
"recombinant",
"gene",
"antibodies",
"DNA"
] |
A
|
Relavent Documents:
Document 0:::
Parental (paternal and maternal) haplarithms are the outputs of haplarithmisis process. For instance, paternal haplarithm represents chromosome specific profile illuminating paternal haplotype of that chromosome (including homologous recombination between the two paternal homologous chromosomes) and the amount of those haplotypes. Importantly, the haplarithm signatures allow tracing back the genomic aberration to meiosis and/or mitosis.
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Extranuclear inheritance or cytoplasmic inheritance is the transmission of genes that occur outside the nucleus. It is found in most eukaryotes and is commonly known to occur in cytoplasmic organelles such as mitochondria and chloroplasts or from cellular parasites like viruses or bacteria.
Organelles
Mitochondria are organelles which function to transform energy as a result of cellular respiration. Chloroplasts are organelles which function to produce sugars via photosynthesis in plants and algae. The genes located in mitochondria and chloroplasts are very important for proper cellular function. The mitochondrial DNA and other extranuclear types of DNA replicate independently of the DNA located in the nucleus, which is typically arranged in chromosomes that only replicate one time preceding cellular division. The extranuclear genomes of mitochondria and chloroplasts however replicate independently of cell division. They replicate in response to a cell's increasing energy needs which adjust during that cell's lifespan. Since they replicate independently, genomic recombination of these genomes is rarely found in offspring, contrary to nuclear genomes in which recombination is common.
Mitochondrial diseases are inherited from the mother, not from the father. Mitochondria with their mitochondrial DNA are already present in the egg cell before it gets fertilized by a sperm. In many cases of fertilization, the head of the sperm enters the egg cell; leaving its middle part, with its mitochondria, behind. The mitochondrial DNA of the sperm often remains outside the zygote and gets excluded from inheritance.
Parasites
Extranuclear transmission of viral genomes and symbiotic bacteria is also possible. An example of viral genome transmission is perinatal transmission. This occurs from mother to fetus during the perinatal period, which begins before birth and ends about 1 month after birth. During this time viral material may be passed from mother to child in the bloodst
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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
Document 3:::
In genetics, pseudolinkage is a characteristic of a heterozygote for a reciprocal translocation, in which genes located near the translocation breakpoint behave as if they are linked even though they originated on nonhomologous chromosomes.
Linkage is the proximity of two or more markers on a chromosome; the closer together the markers are, the lower the probability that they will be separated by recombination. Genes are said to be linked when the frequency of parental type progeny exceeds that of recombinant progeny.
Not occur in translocation homozygote
During meiosis in a translocation homozygote, chromosomes segregate normally according to Mendelian principles. Even though the genes have been rearranged during crossover, both haploid sets of chromosomes in the individual have the same rearrangement. As a result, all chromosomes will find a single partner with which to pair at meiosis, and there will be no deleterious consequences for the progeny.
In translocation heterozygote
In translocation heterozygote, however, certain patterns of chromosome segregation during meiosis produce genetically unbalanced gametes that at fertilization become deleterious to the zygote. In a translocation heterozygote, the two haploid sets of chromosomes do not carry the same arrangement of genetic information. As a result, during prophase of the first meiotic division, the translocated chromosomes and their normal homologs assume a crosslike configuration in which four chromosomes, rather than the normal two, pair to achieve a maximum of synapsis between similar regions. We denote the chromosomes carrying translocated material with a T and the chromosomes with a normal order of genes with an N. Chromosomes N1 and T1 have homologous centromeres found in wild type on chromosome 1; N2 and T2 have centromeres found in wild type on chromosome 2.
During anaphase of meiosis I, the mechanisms that attach the spindle to the chromosomes in this crosslike configuration still usually ens
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46,XX/46,XY is a chimeric genetic condition characterized by the presence of some cells that express a 46,XX karyotype and some cells that express a 46,XY karyotype in a single human being. The cause of the condition lies in utero with the aggregation of two distinct blastocysts or zygotes (one of which expresses 46,XX and the other of which expresses 46,XY) into a single embryo, which subsequently leads to the development of a single individual with two distinct cell lines, instead of a pair of fraternal twins. 46,XX/46,XY chimeras are the result of the merging of two non-identical twins. This is not to be confused with mosaicism or hybridism, neither of which are chimeric conditions. Since individuals with the condition have two cell lines of the opposite sex, it can also be considered an intersex condition.
In humans, sexual dimorphism is a consequence of the XY sex-determination system. In normal prenatal sex differentiation, the male and female embryo is anatomically identical until week 7 of the pregnancy, when the presence or the absence of the SRY gene on the Y chromosome causes the undetermined gonadal tissue to undergo differentiation and eventually become a pair of testes or ovaries respectively. The cells of the developing testes produce anti-müllerian hormone (AMH) and androgens, causing the reproductive tract and the genitals of the fetus to differentiate. As individuals with 46,XX/46,XY partially express the SRY gene, the normal process by which an embryo normally develops into a phenotypic male or phenotypic female may be significantly affected causing variation in the gonads, the reproductive tract and the genitals. Despite this, there have been cases of completely normal sex differentiation occurring in 46,XX/46,XY individuals reported in the medical literature. 46,XX/46,XY chimerism can be identified during pregnancy by prenatal screening or in early childhood through genetic testing and direct observation.
The rate of incidence is difficult to
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The chromosomes that have a mixture of maternal and paternal sequence are called what?
A. recombinant
B. gene
C. antibodies
D. DNA
Answer:
|
|
sciq-10098
|
multiple_choice
|
What are misfolded versions of normal brain proteins?
|
[
"ribosomes",
"protons",
"humans",
"prions"
] |
D
|
Relavent Documents:
Document 0:::
There is much to be discovered about the evolution of the brain and the principles that govern it. While much has been discovered, not everything currently known is well understood. The evolution of the brain has appeared to exhibit diverging adaptations within taxonomic classes such as Mammalia and more vastly diverse adaptations across other taxonomic classes.
Brain to body size scales allometrically. This means as body size changes, so do other physiological, anatomical, and biochemical constructs connecting the brain to the body. Small bodied mammals have relatively large brains compared to their bodies whereas large mammals (such as whales) have a smaller brain to body ratios. If brain weight is plotted against body weight for primates, the regression line of the sample points can indicate the brain power of a primate species. Lemurs for example fall below this line which means that for a primate of equivalent size, we would expect a larger brain size. Humans lie well above the line indicating that humans are more encephalized than lemurs. In fact, humans are more encephalized compared to all other primates. This means that human brains have exhibited a larger evolutionary increase in its complexity relative to its size. Some of these evolutionary changes have been found to be linked to multiple genetic factors, such as proteins and other organelles.
Early history of brain development
One approach to understanding overall brain evolution is to use a paleoarchaeological timeline to trace the necessity for ever increasing complexity in structures that allow for chemical and electrical signaling. Because brains and other soft tissues do not fossilize as readily as mineralized tissues, scientists often look to other structures as evidence in the fossil record to get an understanding of brain evolution. This, however, leads to a dilemma as the emergence of organisms with more complex nervous systems with protective bone or other protective tissues that can then
Document 1:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 2:::
The mouse brain refers to the brain of Mus musculus. Various brain atlases exist.
For reasons of reproducibility, genetically characterized, stable strains like C57BL/6 were chosen to produce high-resolution images and databases. Well known online resources include:
Allen Brain Atlas
Mouse Brain Library
High resolution mouse brain atlas
BrainMaps
High-Resolution Brain Maps and Brain Atlases of Mus musculus
Despite superficial differences, especially in size and weight, the mouse brain and its function can serve as a powerful animal model for study of human brain diseases or mental disorders (see e.g. Reeler, Chakragati mouse). This is because the genes responsible for building and operating both mouse and human brain are 90% identical. Transgenic mouse lines also allow neuroscientists to specifically target the labeling of certain cell types to probe the neural basis of fundamental processes.
Anatomy
The cerebral cortex of a mouse has around 8–14 million neurons while in those humans there are more than 10–15 billion. The olfactory bulb volume takes about 2% of the mouse brain by volume in contrast to about 0.01% of the human brain.
Development
Mouse brain development timeline
See also
List of animals by number of neurons
Document 3:::
Neural circuit reconstruction is the reconstruction of the detailed circuitry of the nervous system (or a portion of the nervous system) of an animal. It is sometimes called EM reconstruction since the main method used is the electron microscope (EM). This field is a close relative of reverse engineering of human-made devices, and is part of the field of connectomics, which in turn is a sub-field of neuroanatomy.
Model systems
Some of the model systems used for circuit reconstruction are the fruit fly, the mouse, and the nematode C. elegans.
Sample preparation
The sample must be fixed, stained, and embedded in plastic.
Imaging
The sample may be cut into thin slices with a microtome, then imaged using transmission electron microscopy. Alternatively, the sample may be imaged with a scanning electron microscope, then the surface abraded using a focused ion beam, or trimmed using an in-microscope microtome. Then the sample is re-imaged, and the process repeated until the desired volume is processed.
Image processing
The first step is to align the individual images into a coherent three dimensional volume.
The volume is then annotated using one of two main methods. The first manually identifies the skeletons of each neurite. The second techniques uses computer vision software to identify voxels belonging to the same neuron, which are then corrected in the process of proofreading.
Notable examples
The connectome of C. elegans was the seminal work in this field. This circuit was obtained with great effort using manually cut sections and purely manual annotation on photographic film. For many years this was the only circuit reconstruction available.
The central brain of the fruit fly Drosophila Melanogaster was released in 2020. This data release introduced the first on-line tools to query the connectome.
Querying the connectome
Connectomes of higher organism's brains requires considerable data. For the fruit fly, for example, roughly 10 terabytes of image
Document 4:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are misfolded versions of normal brain proteins?
A. ribosomes
B. protons
C. humans
D. prions
Answer:
|
|
sciq-10832
|
multiple_choice
|
How does consuming enterobactin help our body?
|
[
"eliminates excess fat",
"eliminates excess oxygen",
"eliminates excess iron",
"builds excess iron"
] |
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:::
Relatively speaking, the brain consumes an immense amount of energy in comparison to the rest of the body. The mechanisms involved in the transfer of energy from foods to neurons are likely to be fundamental to the control of brain function. Human bodily processes, including the brain, all require both macronutrients, as well as micronutrients.
Insufficient intake of selected vitamins, or certain metabolic disorders, may affect cognitive processes by disrupting the nutrient-dependent processes within the body that are associated with the management of energy in neurons, which can subsequently affect synaptic plasticity, or the ability to encode new memories.
Macronutrients
The human brain requires nutrients obtained from the diet to develop and sustain its physical structure and cognitive functions. Additionally, the brain requires caloric energy predominately derived from the primary macronutrients to operate. The three primary macronutrients include carbohydrates, proteins, and fats. Each macronutrient can impact cognition through multiple mechanisms, including glucose and insulin metabolism, neurotransmitter actions, oxidative stress and inflammation, and the gut-brain axis. Inadequate macronutrient consumption or proportion could impair optimal cognitive functioning and have long-term health implications.
Carbohydrates
Through digestion, dietary carbohydrates are broken down and converted into glucose, which is the sole energy source for the brain. Optimal brain function relies on adequate carbohydrate consumption, as carbohydrates provide the quickest source of glucose for the brain. Glucose deficiencies such as hypoglycaemia reduce available energy for the brain and impair all cognitive processes and performance. Additionally, situations with high cognitive demand, such as learning a new task, increase brain glucose utilization, depleting blood glucose stores and initiating the need for supplementation.
Complex carbohydrates, especially those with high d
Document 2:::
Eubacterium eligens is a gram-negative, anaerobic bacteria in the shape of a rod. Its natural habitat is the human colon. Very little is known about how it affects human health.
It seems to play a role in reducing inflammation as E. eligens produces byturate and promotes the production of the anti-inflammatory cytokine interleukin-10. In the PREDICT 1 study, E. eligens is listed as one of the 15 "good gut microbes" because it was found to promote the production of anti-inflammatory molecules, lower insulin secretion, increase level of ‘healthy’ fats, and because there is an association between a high abundance of E. eligens and lower belly fat.
E. eligens is known to be an apple pectin degrader. So, anyone looking to promote the growth of E. eligens in their gut should eat apples.
People suffering from alopecia areata have been found to have a different amount of E. eligens from the average person.
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:::
Animal nutrition focuses on the dietary nutrients needs of animals, primarily those in agriculture and food production, but also in zoos, aquariums, and wildlife management.
Constituents of diet
Macronutrients (excluding fiber and water) provide structural material (amino acids from which proteins are built, and lipids from which cell membranes and some signaling molecules are built) and energy. Some of the structural material can be used to generate energy internally, though the net energy depends on such factors as absorption and digestive effort, which vary substantially from instance to instance. Vitamins, minerals, fiber, and water do not provide energy, but are required for other reasons. A third class dietary material, fiber (i.e., non-digestible material such as cellulose), seems also to be required, for both mechanical and biochemical reasons, though the exact reasons remain unclear.
Molecules of carbohydrates and fats consist of carbon, hydrogen, and oxygen atoms. Carbohydrates range from simple monosaccharides (glucose, fructose, galactose) to complex polysaccharides (starch). Fats are triglycerides, made of assorted fatty acid monomers bound to glycerol backbone. Some fatty acids, but not all, are essential in the diet: they cannot be synthesized in the body. Protein molecules contain nitrogen atoms in addition to carbon, oxygen, and hydrogen. The fundamental components of protein are nitrogen-containing amino acids. Essential amino acids cannot be made by the animal. Some of the amino acids are convertible (with the expenditure of energy) to glucose and can be used for energy production just as ordinary glucose. By breaking down existing protein, some glucose can be produced internally; the remaining amino acids are discarded, primarily as urea in urine. This occurs normally only during prolonged starvation.
Other dietary substances found in plant foods (phytochemicals, polyphenols) are not identified as essential nutrients but appear to impact healt
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How does consuming enterobactin help our body?
A. eliminates excess fat
B. eliminates excess oxygen
C. eliminates excess iron
D. builds excess iron
Answer:
|
|
sciq-4928
|
multiple_choice
|
What kind of structure contains the largest known single cell?
|
[
"sperm",
"egg",
"Ovaries",
"proteins"
] |
B
|
Relavent Documents:
Document 0:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
Document 1:::
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:::
This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year.
Lecturers
Source: ASCB
See also
List of biology awards
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of structure contains the largest known single cell?
A. sperm
B. egg
C. Ovaries
D. proteins
Answer:
|
|
sciq-1307
|
multiple_choice
|
Darwin found that, since all species are related to each other and some of them evolve together, so they develop similar what?
|
[
"adaptations",
"appearance",
"systems",
"language"
] |
A
|
Relavent Documents:
Document 0:::
Tinbergen's four questions, named after 20th century biologist Nikolaas Tinbergen, are complementary categories of explanations for animal behaviour. These are also commonly referred to as levels of analysis. It suggests that an integrative understanding of behaviour must include ultimate (evolutionary) explanations, in particular:
behavioural adaptive functions
phylogenetic history; and the proximate explanations
underlying physiological mechanisms
ontogenetic/developmental history.
Four categories of questions and explanations
When asked about the purpose of sight in humans and animals, even elementary-school children can answer that animals have vision to help them find food and avoid danger (function/adaptation). Biologists have three additional explanations: sight is caused by a particular series of evolutionary steps (phylogeny), the mechanics of the eye (mechanism/causation), and even the process of an individual's development (ontogeny).
This schema constitutes a basic framework of the overlapping behavioural fields of ethology, behavioural ecology, comparative psychology, sociobiology, evolutionary psychology, and anthropology. Julian Huxley identified the first three questions. Niko Tinbergen gave only the fourth question, as Huxley's questions failed to distinguish between survival value and evolutionary history; Tinbergen's fourth question helped resolve this problem.
Evolutionary (ultimate) explanations
First question: Function (adaptation)
Darwin's theory of evolution by natural selection is the only scientific explanation for why an animal's behaviour is usually well adapted for survival and reproduction in its environment. However, claiming that a particular mechanism is well suited to the present environment is different from claiming that this mechanism was selected for in the past due to its history of being adaptive.
The literature conceptualizes the relationship between function and evolution in two ways. On the one hand, function
Document 1:::
The Zoologist's Guide to the Galaxy. What Animals on Earth Reveal about Aliens – and Ourselves is a 2020 popular science book by the Cambridge University zoologist Arik Kershenbaum. It discusses the possible nature of life on other planets, based on the study of animal life on Earth.
The book argues that the evolutionary processes that are observed operating on Earth are universal, and a necessary requirement for the presence of complex life on any planet. As a result, many aspects of animal behavior are likely to be present in the equivalent lifeforms on alien planets. This includes certain features of social behavior, communication, and movement, the evolutionary origin of which on Earth is underpinned by universal processes.
The book has been praised by critics for its accessibility and engaging conversational tone, and described by Richard Dawkins as "A wonderfully insightful sidelong look at Earthly biology".
Author
Kershenbaum is a College Lecturer at Girton College, University of Cambridge, and an academic visitor at the Department of Zoology. He studies animal communication and particularly the vocal communication of wolves and dolphins.
Book
Context
Although the field of astrobiology usually investigates possibilities of simple lifeforms that may exist on alien planets, The Zoologist's Guide to the Galaxy considers the possibilities of complex life, and in particular, life that might be considered as animal life. The book begins by laying out the argument that evolution by natural selection is the only mechanism by which complex life can evolve. It then examines the implications of natural selection for life on other planets. The book ends by examining the question of whether humanity is a parochial Earth-centric concept, or whether intelligent alien life should also be considered human.
The book draws on the work of paleontologist Simon Conway Morris on convergent evolution, and on Universal Darwinism, popularised by Richard Dawkins.
Contents
1. I
Document 2:::
Ethnobiology is the scientific study of the way living things are treated or used by different human cultures. It studies the dynamic relationships between people, biota, and environments, from the distant past to the immediate present.
"People-biota-environment" interactions around the world are documented and studied through time, across cultures, and across disciplines in a search for valid, reliable answers to two 'defining' questions: "How and in what ways do human societies use nature, and how and in what ways do human societies view nature?"
History
Beginnings (15th century–19th century)
Biologists have been interested in local biological knowledge since the time Europeans started colonising the world, from the 15th century onwards. Paul Sillitoe wrote that:
Local biological knowledge, collected and sampled over these early centuries significantly informed the early development of modern biology:
during the 17th century Georg Eberhard Rumphius benefited from local biological knowledge in producing his catalogue, "Herbarium Amboinense", covering more than 1,200 species of the plants in Indonesia;
during the 18th century, Carl Linnaeus relied upon Rumphius's work, and also corresponded with other people all around the world when developing the biological classification scheme that now underlies the arrangement of much of the accumulated knowledge of the biological sciences.
during the 19th century, Charles Darwin, the 'father' of evolutionary theory, on his Voyage of the Beagle took interest in the local biological knowledge of peoples he encountered.
Phase I (1900s–1940s)
Ethnobiology itself, as a distinctive practice, only emerged during the 20th century as part of the records then being made about other peoples, and other cultures. As a practice, it was nearly always ancillary to other pursuits when documenting others' languages, folklore, and natural resource use. Roy Ellen commented that:
This 'first phase' in the development of ethnobiology as a
Document 3:::
The history of life on Earth seems to show a clear trend; for example, it seems intuitive that there is a trend towards increasing complexity in living organisms. More recently evolved organisms, such as mammals, appear to be much more complex than organisms, such as bacteria, which have existed for a much longer period of time. However, there are theoretical and empirical problems with this claim. From a theoretical perspective, it appears that there is no reason to expect evolution to result in any largest-scale trends, although small-scale trends, limited in time and space, are expected (Gould, 1997). From an empirical perspective, it is difficult to measure complexity and, when it has been measured, the evidence does not support a largest-scale trend (McShea, 1996).
History
Many of the founding figures of evolution supported the idea of Evolutionary progress which has fallen from favour, but the work of Francisco J. Ayala and Michael Ruse suggests is still influential.
Hypothetical largest-scale trends
McShea (1998) discusses eight features of organisms that might indicate largest-scale trends in evolution: entropy, energy intensiveness, evolutionary versatility, developmental depth, structural depth, adaptedness, size, complexity. He calls these "live hypotheses", meaning that trends in these features are currently being considered by evolutionary biologists. McShea observes that the most popular hypothesis, among scientists, is that there is a largest-scale trend towards increasing complexity.
Evolutionary theorists agree that there are local trends in evolution, such as increasing brain size in hominids, but these directional changes do not persist indefinitely, and trends in opposite directions also occur (Gould, 1997). Evolution causes organisms to adapt to their local environment; when the environment changes, the direction of the trend may change. The question of whether there is evolutionary progress is better formulated as the question of whether
Document 4:::
The Vienna Series in Theoretical Biology is a book series published by MIT Press and devoted to advances in theoretical biology at large. By promoting the formulation and discussion of new theoretical concepts, the series intends to help fill the gaps in our understanding of some of the major open questions of biology, such as the origin and organization of organismal form, the relationship between development and evolution, and the biological bases of cognition and mind.
The Vienna Series grew out of the Altenberg Workshops in Theoretical Biology organized by the Konrad Lorenz Institute for Evolution and Cognition Research (KLI), an international center for advanced study in Altenberg, near Vienna, Austria. The KLI fosters research projects, workshops, archives, book projects, and the journal Biological Theory, all devoted to aspects of theoretical biology, with an emphasis on integrating the developmental, evolutionary, and cognitive sciences.
Series Editors
Gerd B. Müller, Katrin Schäfer, and Thomas Pradeu
Previously: Gerd B. Müller, Günter Wagner, Werner Callebaut
Volumes
Cognitive Biology. Evolutionary and Developmental Perspectives on Mind, Brain, and Behavior. Luca Tommasi, Mary A. Peterson and Lynn Nadel (Eds.), July 2009.
Functions in Biological and Artificial Worlds. Comparative Philosophical Perspectives. Ulrich Krohs and Peter Kroes (Eds.), 2009.
Evolution of Communicative Flexibility. Complexity, Creativity, and Adaptability in Human and Animal Communication. D. Kimbrough Oller and Ulrike Griebel (Eds.), 2008.
Modeling Biology. Structures, Behaviors, Evolution. Manfred D. Laubichler and Gerd B. Müller (Eds.), 2007.
Biological Emergences. Evolution by Natural Experiment. Robert G. B. Reid, 2007.
Compositional Evolution. The Impact of Sex, Symbiosis, and Modularity on the Gradualist Framework of Evolution. Richard A. Watson, 2006.
Modularity. Understanding the Development and Evolution of Natural Complex Systems. Werner Callebaut and Diego Rasskin-Gut
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Darwin found that, since all species are related to each other and some of them evolve together, so they develop similar what?
A. adaptations
B. appearance
C. systems
D. language
Answer:
|
|
sciq-9763
|
multiple_choice
|
What causes food to move through the esophagus?
|
[
"apoptosis",
"proteolysis",
"photosynthesis",
"peristalsis"
] |
D
|
Relavent Documents:
Document 0:::
The esophagus passes through the thoracic cavity into the diaphragm into the stomach.
The esophagus may be affected by gastric reflux, cancer, prominent dilated blood vessels called varices that can bleed heavily, t
Document 1:::
The esophagus (American English) or oesophagus (British English, see spelling differences; both ; : (o)esophagi or (o)esophaguses), colloquially known also as the food pipe or gullet, is an organ in vertebrates through which food passes, aided by peristaltic contractions, from the pharynx to the stomach. The esophagus is a fibromuscular tube, about long in adults, that travels behind the trachea and heart, passes through the diaphragm, and empties into the uppermost region of the stomach. During swallowing, the epiglottis tilts backwards to prevent food from going down the larynx and lungs. The word oesophagus is from Ancient Greek οἰσοφάγος (oisophágos), from οἴσω (oísō), future form of φέρω (phérō, “I carry”) + ἔφαγον (éphagon, “I ate”).
The wall of the esophagus from the lumen outwards consists of mucosa, submucosa (connective tissue), layers of muscle fibers between layers of fibrous tissue, and an outer layer of connective tissue. The mucosa is a stratified squamous epithelium of around three layers of squamous cells, which contrasts to the single layer of columnar cells of the stomach. The transition between these two types of epithelium is visible as a zig-zag line. Most of the muscle is smooth muscle although striated muscle predominates in its upper third. It has two muscular rings or sphincters in its wall, one at the top and one at the bottom. The lower sphincter helps to prevent reflux of acidic stomach content. The esophagus has a rich blood supply and venous drainage. Its smooth muscle is innervated by involuntary nerves (sympathetic nerves via the sympathetic trunk and parasympathetic nerves via the vagus nerve) and in addition voluntary nerves (lower motor neurons) which are carried in the vagus nerve to innervate its striated muscle.
The esophagus passes through the thoracic cavity into the diaphragm into the stomach.
Document 2:::
Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use.
In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag
Document 3:::
The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott.
Laureates
Laureates of the award have included:
- Intestinal absorption of sugars and peptides: from textbook to surprises
See also
Physiological Society Annual Review Prize Lecture
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The gastrocolic reflex or gastrocolic response is a physiological reflex that controls the motility, or peristalsis, of the gastrointestinal tract following a meal. It involves an increase in motility of the colon consisting primarily of giant migrating contractions, or migrating motor complexes, in response to stretch in the stomach following ingestion and byproducts of digestion entering the small intestine. Thus, this reflex is responsible for the urge to defecate following a meal. The small intestine also shows a similar motility response. The gastrocolic reflex's function in driving existing intestinal contents through the digestive system helps make way for ingested food.
The reflex was demonstrated by myoelectric recordings in the colons of animals and humans, which showed an increase in electrical activity within as little as 15 minutes after eating. The recordings also demonstrated that the gastrocolic reflex is uneven in its distribution throughout the colon. The sigmoid colon is more greatly affected than the rest of the colon in terms of a phasic response, recurring periods of contraction followed by relaxation, in order to propel food distally into the rectum; however, the tonic response across the colon is uncertain. These contractions are generated by the muscularis externa stimulated by the myenteric plexus. When pressure within the rectum becomes increased, the gastrocolic reflex acts as a stimulus for defecation. A number of neuropeptides have been proposed as mediators of the gastrocolic reflex. These include serotonin, neurotensin, cholecystokinin, prostaglandin E1, and gastrin.
Coffee can induce a significant response, with 29% of subjects in a study reporting an urge to defecate after ingestion, and manometry showing a reaction typically between 4 and 30 minutes after consumption and potentially lasting for more than 30 minutes. Decaffeinated coffee is also capable of generating a similar effect, albeit slightly weaker. Essentially, this m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What causes food to move through the esophagus?
A. apoptosis
B. proteolysis
C. photosynthesis
D. peristalsis
Answer:
|
|
scienceQA-2150
|
multiple_choice
|
Select the chemical formula for this molecule.
|
[
"C2I4",
"CI4",
"C4I",
"CI"
] |
B
|
C is the symbol for carbon. According to the legend, carbon atoms are shown in dark gray. I is the symbol for iodine. According to the legend, iodine atoms are shown in dark purple. This ball-and-stick model shows a molecule with one carbon atom and four iodine atoms. The chemical formula will contain the symbols C and I. There is one carbon atom, so C will not have a subscript. There are four iodine atoms, so I will have a subscript of 4. The correct formula is CI4. The diagram below shows how each part of the chemical formula matches with each part of the model above.
|
Relavent Documents:
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E–Z configuration, or the E–Z convention, is the IUPAC preferred method of describing the absolute stereochemistry of double bonds in organic chemistry. It is an extension of cis–trans isomer notation (which only describes relative stereochemistry) that can be used to describe double bonds having two, three or four substituents.
Following the Cahn–Ingold–Prelog priority rules (CIP rules), each substituent on a double bond is assigned a priority, then positions of the higher of the two substituents on each carbon are compared to each other. If the two groups of higher priority are on opposite sides of the double bond (trans to each other), the bond is assigned the configuration E (from entgegen, , the German word for "opposite"). If the two groups of higher priority are on the same side of the double bond (cis to each other), the bond is assigned the configuration Z (from zusammen, , the German word for "together").
The letters E and Z are conventionally printed in italic type, within parentheses, and separated from the rest of the name with a hyphen. They are always printed as full capitals (not in lowercase or small capitals), but do not constitute the first letter of the name for English capitalization rules (as in the example above).
Another example: The CIP rules assign a higher priority to bromine than to chlorine, and a higher priority to chlorine than to hydrogen, hence the following (possibly counterintuitive) nomenclature.
For organic molecules with multiple double bonds, it is sometimes necessary to indicate the alkene location for each E or Z symbol. For example, the chemical name of alitretinoin is (2E,4E,6Z,8E)-3,7-dimethyl-9-(2,6,6-trimethyl-1-cyclohexenyl)nona-2,4,6,8-tetraenoic acid, indicating that the alkenes starting at positions 2, 4, and 8 are E while the one starting at position 6 is Z.
See also
Descriptor (chemistry)
Geometric isomerism
Molecular geometry
Document 1:::
In chemical nomenclature, the IUPAC nomenclature of organic chemistry is a method of naming organic chemical compounds as recommended by the International Union of Pure and Applied Chemistry (IUPAC). It is published in the Nomenclature of Organic Chemistry (informally called the Blue Book). Ideally, every possible organic compound should have a name from which an unambiguous structural formula can be created. There is also an IUPAC nomenclature of inorganic chemistry.
To avoid long and tedious names in normal communication, the official IUPAC naming recommendations are not always followed in practice, except when it is necessary to give an unambiguous and absolute definition to a compound. IUPAC names can sometimes be simpler than older names, as with ethanol, instead of ethyl alcohol. For relatively simple molecules they can be more easily understood than non-systematic names, which must be learnt or looked over. However, the common or trivial name is often substantially shorter and clearer, and so preferred. These non-systematic names are often derived from an original source of the compound. Also, very long names may be less clear than structural formulas.
Basic principles
In chemistry, a number of prefixes, suffixes and infixes are used to describe the type and position of the functional groups in the compound.
The steps for naming an organic compound are:
Identification of the parent hydride parent hydrocarbon chain. This chain must obey the following rules, in order of precedence:
It should have the maximum number of substituents of the suffix functional group. By suffix, it is meant that the parent functional group should have a suffix, unlike halogen substituents. If more than one functional group is present, the one with highest group precedence should be used.
It should have the maximum number of multiple bonds.
It should have the maximum length.
It should have the maximum number of substituents or branches cited as prefixes
It should have the ma
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The SYBYL line notation or SLN is a specification for unambiguously describing the structure of chemical molecules using short ASCII strings. SLN differs from SMILES in several significant ways. SLN can specify molecules, molecular queries, and reactions in a single line notation whereas SMILES handles these through language extensions. SLN has support for relative stereochemistry, it can distinguish mixtures of enantiomers from pure molecules with pure but unresolved stereochemistry. In SMILES aromaticity is considered to be a property of both atoms and bonds whereas in SLN it is a property of bonds.
Description
Like SMILES, SLN is a linear language that describes molecules. This provides a lot of similarity with SMILES despite SLN's many differences from SMILES, and as a result this description will heavily compare SLN to SMILES and its extensions.
Attributes
Attributes, bracketed strings with additional data like [key1=value1, key2...], is a core feature of SLN. Attributes can be applied to atoms and bonds. Attributes not defined officially are available to users for private extensions.
When searching for molecules, comparison operators such as fcharge>-0.125 can be used in place of the usual equal sign. A ! preceding a key/value group inverts the result of the comparison.
Entire molecules or reactions can too have attributes. The square brackets are changed to a pair of <> signs.
Atoms
Anything that starts with an uppercase letter identifies an atom in SLN. Hydrogens are not automatically added, but the single bonds with hydrogen can be abbreviated for organic compounds, resulting in CH4 instead of C(H)(H)(H)H for methane. The author argues that explicit hydrogens allow for more robust parsing.
Attributes defined for atoms include I= for isotope mass number, charge= for formal charge, fcharge for partial charge, s= for stereochemistry, and spin= for radicals (s, d, t respectively for singlet, doublet, triplet). A formal charge of charge=2 can be abbrevi
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Math in Moscow (MiM) is a one-semester study abroad program for North American and European undergraduates held at the Independent University of Moscow (IUM) in Moscow, Russia. The program consists mainly of math courses that are taught in English. The program was first offered in 2001, and since 2008 has been run jointly by the Independent University of Moscow, Moscow Center for Continuous Mathematical Education, and the Higher School of Economics (HSE).
The program has hosted over 200 participants, including students from Harvard, Princeton, MIT, Harvey Mudd, Berkeley, Cornell, Yale, Wesleyan, McGill, Toronto, and Montreal.
Features
The MiM semester lasts fifteen weeks with fourteen weeks of teaching and one week of exams. Math courses are lectured by professors of the Independent University of Moscow and the Math Department of National Research University Higher School of Economics. The cultural elements of the program include organized trips to Saint Petersburg and to the Golden Ring towns of Vladimir and Suzdal. Students live in the dormitory of the Higher School of Economics.
Each semester the American Mathematical Society offers up to five "Math in Moscow" scholarships provided by the National Science Foundation to US undergraduates, and the Canadian Mathematical Society offers one or two NSERC scholarships to Canadian students.
The program is often reviewed favorably by North American students and their departments.
Curriculum
The primary curriculum is entirely mathematical, drawing from every major field of mathematics. All courses are taught jointly with the Higher School of Economics, and are often attended by students from the HSE master's program. Likewise, Math in Moscow participants may attend open lectures and seminars at the Higher School of Economics. The Math in Moscow courses are formally divided into three groups according to the expected prerequisites, however admitted students may choose to attend whichever and as many courses as they
Document 4:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the chemical formula for this molecule.
A. C2I4
B. CI4
C. C4I
D. CI
Answer:
|
sciq-3899
|
multiple_choice
|
Where a cell resides, how it appears, and what it does define its what?
|
[
"slowing rate",
"life cycle",
"minute race",
"development fate"
] |
D
|
Relavent Documents:
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A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord.
Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared
with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types.
Multicellular organisms
All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special
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Adult stem cells are undifferentiated cells, found throughout the body after development, that multiply by cell division to replenish dying cells and regenerate damaged tissues. Also known as somatic stem cells (from Greek σωματικóς, meaning of the body), they can be found in juvenile, adult animals, and humans, unlike embryonic stem cells.
Scientific interest in adult stem cells is centered around two main characteristics. The first of which is their ability to divide or self-renew indefinitely, and the second their ability to generate all the cell types of the organ from which they originate, potentially regenerating the entire organ from a few cells. Unlike embryonic stem cells, the use of human adult stem cells in research and therapy is not considered to be controversial, as they are derived from adult tissue samples rather than human embryos designated for scientific research. The main functions of adult stem cells are to replace cells that are at risk of possibly dying as a result of disease or injury and to maintain a state of homeostasis within the cell. There are three main methods to determine if the adult stem cell is capable of becoming a specialized cell. The adult stem cell can be labeled in vivo and tracked, it can be isolated and then transplanted back into the organism, and it can be isolated in vivo and manipulated with growth hormones. They have mainly been studied in humans and model organisms such as mice and rats.
Structure
Defining properties
A stem cell possesses two properties:
Self-renewal is the ability to go through numerous cycles of cell division while still maintaining its undifferentiated state. Stem cells can replicate several times and can result in the formation of two stem cells, one stem cell more differentiated than the other, or two differentiated cells.
Multipotency or multidifferentiative potential is the ability to generate progeny of several distinct cell types, (for example glial cells and neurons) as opposed to u
Document 2:::
In biology, cell theory is a scientific theory first formulated in the mid-nineteenth century, that organisms are made up of cells, that they are the basic structural/organizational unit of all organisms, and that all cells come from pre-existing cells. Cells are the basic unit of structure in all organisms and also the basic unit of reproduction.
The theory was once universally accepted, but now some biologists consider non-cellular entities such as viruses living organisms, and thus disagree with the first tenet. As of 2021: "expert opinion remains divided roughly a third each between yes, no and don’t know". As there is no universally accepted definition of life, discussion still continues.
History
With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as it was believed no one else had seen these. To further support his theory, Matthias Schleiden and Theodor Schwann both also studied cells of both animal and plants. What they discovered were significant differences between the two types of cells. This put forth the idea that cells were not only fundamental to plants, but animals as well.
Microscopes
The discovery of the cell was made possible through the invention of the microscope. In the first century BC, Romans were able to make glass. They discovered that objects appeared to be larger under the glass. The expanded use of lenses in eyeglasses in the 13th century probably led to wider spread use of simple microscopes (magnifying glasses) with limited magnification. Compound microscopes, which combine an objective lens with an eyepiece to view a real image achieving much higher magnification, first appeared in Europe around 1620. In 1665, Robert Hooke used a microscope
Document 3:::
The Stem Cell Network (SCN) is a Canadian non-profit that supports stem cell and regenerative medicine research, teaches the next generation of highly qualified personal, and delivers outreach activities across Canada. The Network has been supported by the Government of Canada, since inception in 2001. SCN has catalyzed 25 clinical trials, 21 start-up companies, incubated several international and Canadian research networks and organizations, and established the Till & McCulloch Meetings, Canada's foremost stem cell research event.
The organization is based in Ottawa, Ontario.
Activities
Annual Scientific Conference
Since 2001, SCN has hosted an annual scientific conference. This conference is open to SCN investigators and trainees, and provides a forum to share new research. The conference takes place in a different Canadian city each year. In 2012, the annual conference was re-branded as the Till & McCulloch Meetings. The establishment of the Meetings ensured that the country's stem cell and regenerative medicine research community would continue to have a venue for collaboration and the sharing of important research. The Till & McCulloch Meetings are Canada's largest stem cell and regenerative medicine conference.
Research Funding Programs
Training
The SCN training program includes studentships, fellowships, research grants and workshops. Since 2001, SCN has offered training opportunities to more than 5,000 trainees.
Organization
Member institutions
SCN and its membership engage in collaborative funding and research activities. Current members institutions include:
Partners
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where a cell resides, how it appears, and what it does define its what?
A. slowing rate
B. life cycle
C. minute race
D. development fate
Answer:
|
|
ai2_arc-71
|
multiple_choice
|
New engine technology has helped cars get more mileage per gallon of gas. Since gasoline comes from oil, this technology will affect the world supply of oil by
|
[
"increasing the need to search for more oil.",
"reducing the time it takes for oil to be renewed.",
"decreasing the amount of oil that exists underground.",
"extending the time that oil will be available for people to use."
] |
D
|
Relavent Documents:
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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
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:::
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:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
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.
New engine technology has helped cars get more mileage per gallon of gas. Since gasoline comes from oil, this technology will affect the world supply of oil by
A. increasing the need to search for more oil.
B. reducing the time it takes for oil to be renewed.
C. decreasing the amount of oil that exists underground.
D. extending the time that oil will be available for people to use.
Answer:
|
|
sciq-2825
|
multiple_choice
|
What are the two groups of therian mammals?
|
[
"placental mammals and marsupials",
"monotremes and mollusks",
"felines and canines",
"dolphins and whales"
] |
A
|
Relavent Documents:
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In zoology, mammalogy is the study of mammals – a class of vertebrates with characteristics such as homeothermic metabolism, fur, four-chambered hearts, and complex nervous systems. Mammalogy has also been known as "mastology," "theriology," and "therology." The archive of number of mammals on earth is constantly growing, but is currently set at 6,495 different mammal species including recently extinct. There are 5,416 living mammals identified on earth and roughly 1,251 have been newly discovered since 2006. The major branches of mammalogy include natural history, taxonomy and systematics, anatomy and physiology, ethology, ecology, and management and control. The approximate salary of a mammalogist varies from $20,000 to $60,000 a year, depending on their experience. Mammalogists are typically involved in activities such as conducting research, managing personnel, and writing proposals.
Mammalogy branches off into other taxonomically-oriented disciplines such as primatology (study of primates), and cetology (study of cetaceans). Like other studies, mammalogy is also a part of zoology which is also a part of biology, the study of all living things.
Research purposes
Mammalogists have stated that there are multiple reasons for the study and observation of mammals. Knowing how mammals contribute or thrive in their ecosystems gives knowledge on the ecology behind it. Mammals are often used in business industries, agriculture, and kept for pets. Studying mammals habitats and source of energy has led to aiding in survival. The domestication of some small mammals has also helped discover several different diseases, viruses, and cures.
Mammalogist
A mammalogist studies and observes mammals. In studying mammals, they can observe their habitats, contributions to the ecosystem, their interactions, and the anatomy and physiology. A mammalogist can do a broad variety of things within the realm of mammals. A mammalogist on average can make roughly $58,000 a year. This dep
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Phylogeny
Phylogenetic analyses of artiodactyls revealed the following relationships:
Classification
Order Artiodactyla (even-toed ungulates)
Suborder Tylopoda (camelids)
Artiofabula (ruminants, pigs, peccaries, whales, and dolphins)
Suborder Suina (pigs and peccaries)
Family Suidae 19 species (pigs)
Family Tayassuidae 4 species (peccaries)
Cetruminantia (ruminants, whales, and dolphins)
Suborder Ruminantia (antelope, buffalo, cattle, goats, sheep, deer, giraffes, and chevrotains)
Family Antilocapridae, 1 species (pronghorn)
Family Bovidae, 135 species (antelope, bison, buffalo, cattle, goats, and sheep)
Family Cervidae, 55 - 94 species (deer, elk, and moose)
Family Giraffidae, 2 species (giraffes, okapis)
Family Moschidae, 4 - 7 species (musk deer)
Family Tragulidae, 6 - 10 species (chevrotains, or mouse deer)
Suborder Whippomorpha (aquatic or semi-aquatic even-toed ungulates)
Infraorder Acodonta
Family Hippopotamidae, 2 species (hippopotamuses)
Infraorder Cetacea (whales, dolphins, and porpoises)
Parvorder Mysticeti (baleen whales)
Family Balaenidae, 2 - 4 species (right whales and bowhead whales)
Family Balaenopteridae, 6 - 9 species (rorquals)
Family Eschrichtiidae, 1 species (gray whale)
Family Neobalaenidae, 1 species (pygmy right whale)
Parvorder Odontoceti (toothed whales, dolphins, and porpoises)
Superfamily Delphinoidea (dolphins, arctic whales, porpoises, and relatives)
Family Del
Document 2:::
Mammals
Alces alces (Linnaeus, 1758) — Eurasian elk, moose
Axis axis (Erxleben, 1777) — chital, axis deer
Bison bison (Linnaeus, 1758) — American bison, buffalo
Capreolus capreolus (Linnaeus, 1758) — European roe deer, roe deer
Caracal caracal (Schreber, 1776) — caracal
Chinchilla chinchilla (Lichtenstein, 1829) — short-tailed chinchilla
Chiropotes chiropotes (Humboldt, 1811) — red-backed bearded saki
Cricetus cricetus (Linnaeus, 1758) — common hamster, European hamster
Crocuta crocuta (Erxleben, 1777) — spotted hyena
Dama dama (Linnaeus, 1758) — European fallow deer
Feroculus feroculus (Kelaart, 1850) — Kelaart's long-clawed shrew
Gazella gazella (Pallas, 1766) — mountain gazelle
Genetta genetta (Linnaeus, 1758) — common genet
Gerbillus gerbillus (Olivier, 1801) — lesser Egyptian gerbil
Giraffa giraffa (von Schreber, 1784) — southern giraffe
Glis glis (Linnaeus, 1766) — European edible dormouse, European fat dormouse
Gorilla gorilla (Savage, 1847) — western gorilla
Gulo gulo (Linnaeus, 1758) — wolverine
Hoolock hoolock (Harlan, 1834) — western hoolock gibbon
Hyaena hyaena (Linnaeus, 1758) — striped hyena
Indri indri (Gmelin, 1788) — indri
Jaculus jaculus (Linnaeus, 1758) — lesser Egyptian jerboa
Lagurus lagurus (Pallas, 1773) — steppe vole, steppe lemming
Lemmus lemmus (Linnaeus, 1758) — Norway lemming
Lutra lutra (Linnaeus, 1758) — European otter
Lynx lynx (Linnaeus, 1758) — Eurasian lynx
Macrophyllum macrophyllum (Schinz, 1821) — long-legged bat
Marmota marmota (Linnaeus, 1758) — Alpine marmot
Martes martes (Linnaeus, 1758) — European pine marten, pine marten
Meles meles (Linnaeus, 1758) — European badg
Document 3:::
The Cetruminantia are a clade made up of the Cetancodontamorpha (or Whippomorpha) and their closest living relatives, the Ruminantia.
Cetruminantia's placement within Artiodactyla can be represented in the following cladogram:
Classification
Document 4:::
Order Artiodactyla (even-toed ungulates)
Tylopoda (camelids)
Artiofabula (ruminants, pigs, peccaries, whales, and dolphins)
Suina (pigs and peccaries)
Cetruminantia (ruminants, whales, and dolphins)
Suborder Ruminantia (antelope, buffalo, cattle, goats, sheep, deer, giraffes, and chevrotains)
Family Antilocapridae (pronghorn)
Family Bovidae, 135 species (antelope, bison, buffalo, cattle, goats, and sheep)
Family Cervidae, 55~94 species (deer, elk, and moose)
Family Giraffidae, 2 species (giraffes, okapis)
Family Moschidae, 4~7 species (musk deer)
Family Tragulidae, 6~10 species (chevrotains, or mouse deer)
Suborder Whippomorpha (aquatic or semi-aquatic even-toed ungulates)
Infraorder Acodonta
Family Hippopotamidae, 2 species (hippopotamuses)
Infraorder Cetacea (whales, dolphins, and porpoises)
Mysticeti (baleen whales)
Family Balaenidae, 2~4 species (right whales and bowhead whales)
Family Balaenopteridae, 6~9 species (rorquals)
Family Eschrichtiidae, 1 species (gray whale)
Family Neobalaenidae, 1 species (pygmy right whale)
Odontoceti (toothed whales, dolphins, and porpoises)
Superfamily Delphinoidea (dolphins, arctic whales, porpoises, and relatives)
Family Delphinidae, 38 species (dolphins, killer whales, and relatives)
Family Monodontidae, 2 species (beluga and narwhal)
Family Phocoenidae, 6 species (porpoises)
Superfamily Physeteroidea (sperm whales)
Family Kogiidae, 2 species (pygmy and dwarf sperm whales)
Family Physeteridae, 1 species (common sperm whale)
Superfamily Ziphoidea (beaked whales)
Family Ziphidae, 22 species (modern beaked whales)
Superfamily Platanistoidea (river dolphins)
Family Iniidae, 1~3 species (South American river dolphin(s))
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the two groups of therian mammals?
A. placental mammals and marsupials
B. monotremes and mollusks
C. felines and canines
D. dolphins and whales
Answer:
|
|
sciq-4762
|
multiple_choice
|
The prostate gland secretes a fluid that mixes with sperm to help form what?
|
[
"testosterone",
"hormone",
"semen",
"urine"
] |
C
|
Relavent Documents:
Document 0:::
Reproductive biology includes both sexual and asexual reproduction.
Reproductive biology includes a wide number of fields:
Reproductive systems
Endocrinology
Sexual development (Puberty)
Sexual maturity
Reproduction
Fertility
Human reproductive biology
Endocrinology
Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands.
Reproductive systems
Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring.
Female reproductive system
The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth.
These structures include:
Ovaries
Oviducts
Uterus
Vagina
Mammary Glands
Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female.
Male reproductive system
The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia.
Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract.
Animal Reproductive Biology
Animal reproduction oc
Document 1:::
The prostate () is both an accessory gland of the male reproductive system and a muscle-driven mechanical switch between urination and ejaculation. It is found in all male mammals. It differs between species anatomically, chemically, and physiologically. Anatomically, the prostate is found below the bladder, with the urethra passing through it. It is described in gross anatomy as consisting of lobes and in microanatomy by zone. It is surrounded by an elastic, fibromuscular capsule and contains glandular tissue, as well as connective tissue.
The prostate glands produce and contain fluid that forms part of semen, the substance emitted during ejaculation as part of the male sexual response. This prostatic fluid is slightly alkaline, milky or white in appearance. The alkalinity of semen helps neutralize the acidity of the vaginal tract, prolonging the lifespan of sperm. The prostatic fluid is expelled in the first part of ejaculate, together with most of the sperm, because of the action of smooth muscle tissue within the prostate. In comparison with the few spermatozoa expelled together with mainly seminal vesicular fluid, those in prostatic fluid have better motility, longer survival, and better protection of genetic material.
Disorders of the prostate include enlargement, inflammation, infection, and cancer. The word prostate comes from Ancient Greek προστάτης, prostátēs, meaning "one who stands before", "protector", "guardian", with the term originally used to describe the seminal vesicles.
Structure
The prostate is a gland of the male reproductive system. In adults, it is about the size of a walnut, and has an average weight of about 11 grams, usually ranging between 7 and 16 grams. The prostate is located in the pelvis. It sits below the urinary bladder and surrounds the urethra. The part of the urethra passing through it is called the prostatic urethra, which joins with the two ejaculatory ducts. The prostate is covered in a surface called the prostatic capsule
Document 2:::
In female human anatomy, Skene's glands or the Skene glands ( , also known as the lesser vestibular glands, paraurethral glands) are glands located around the lower end of the urethra. The glands are surrounded by tissue that swells with blood during sexual arousal, and secrete a fluid from openings near the urethra, particularly during orgasm.
Structure and function
The Skene's glands are located in the vestibule of the vulva, around the lower end of the urethra. The two Skene's ducts lead from the Skene's glands to the vulvar vestibule, to the left and right of the urethral opening, from which they are structurally capable of secreting fluid. Although there remains debate about the function of the Skene's glands, one purpose is to secrete a fluid that helps lubricate the urethral opening.
Skene's glands produce a milk-like ultrafiltrate of blood plasma. The glands may be the source of female ejaculation, but this has not been proven. Because they and the male prostate act similarly by secreting prostate-specific antigen (PSA), which is an ejaculate protein produced in males, and of prostate-specific acid phosphatase, some authors refer to the Skene's glands as the "female prostate". They are homologous to the male prostate (developed from the same embryological tissues), but the homology is still a matter of research. Female ejaculate may result from sexual activity for some women, especially during orgasm. In addition to PSA and acid phosphatase, Skene's gland fluid contains high concentrations of glucose and fructose.
In an amount of a few milliliters, fluid is secreted from these glands when stimulated from inside the vagina. Female ejaculation and squirting (secretion of large amounts of fluid) are believed by researchers to be two different processes. They may occur in combination during orgasm. Squirting alone is a sudden expulsion of liquid that at least partly comes from the bladder and contains urine, whereas ejaculation fluid includes a whitish trans
Document 3:::
Seminal fluid proteins (SFPs) or accessory gland proteins (Acps) are one of the non-sperm components of semen. In many animals with internal fertilization, males transfer a complex cocktail of proteins in their semen to females during copulation. These seminal fluid proteins often have diverse, potent effects on female post-mating phenotypes. SFPs are produced by the male accessory glands.
Seminal fluid proteins frequently show evidence of elevated evolutionary rates and are often cited as an example of sexual conflict.
Proteomics
SFPs are best studied in mammals and insects, especially in the common fruit fly, Drosophila melanogaster. Most species produce a wide variety of proteins that are transferred to females. For example, approximately 150 SFPs have been identified in D. melanogaster, 46 in the mosquito Anopheles gambae, and around 160 in humans.
Elevated evolution
Even between closely related species, the seminal fluid proteome can vary greatly. SFPs show elevated rates of DNA sequence change compared to non-reproductive genes (measured by Ka/Ks ratio) in many orders, including Diptera (flies), Lepidoptera (butterflies and moths), Rodentia, and Primates.
Additionally, SFPs show high rates of gene turnover compared to non-reproductive genes.
Function
The function of SFPs is best understood in D. melanogaster. SFPs play a role in male–male sperm competition. One study that manipulated the amount of SFPs male D. melanogaster produced found that when males were in competition, males that produced more SFPs sired a larger proportion of offspring.
In many insect species, significant changes occur in female behavior and physiology following mating; the isolated receipt of SFPs has been shown to be responsible for many of these changes. In D. melanogaster females, over 160 genes show either up or down-regulation following isolated SFP receipt. These transcriptomic changes are not limited to the female's reproductive tract. SFPs lengthen the refractory peri
Document 4:::
Testicular Immunology is the study of the immune system within the testis. It includes an investigation of the effects of infection, inflammation and immune factors on testicular function. Two unique characteristics of testicular immunology are evident: (1) the testis is described as an immunologically privileged site, where suppression of immune responses occurs; and, (2) some factors which normally lead to inflammation are present at high levels in the testis, where they regulate the development of sperm instead of promoting inflammation.
History of testicular immunology
460-377 BC Hippocrates described testicular inflammation associated with mumps
1785 Hunter and Michaelis performed transplant experiments in domestic chickens
1849 Berthold transplanted testes between roosters and showed maintenance of male sex characteristics only in birds with successfully grafted testes
1899-1900 Sperm recognized as immunogenic (will cause an autoimmune reaction if transplanted from the testis into a different area of the body) by Landsteiner (1899) and Metchinikoff, (1900)
1913-1914 Human testis transplants performed by Lespinasse (1913), and Lydson (1914) who performed a graft on himself!
1954 Discovery that sperm autoantibodies contribute to infertility,
1977 Billingham recognized that the testis is site of immune privilege
Immune cells found in the testis
Immune cells of the human testis are not as well characterized as those from rodents, due to the rarity of normal human testes available for experiment. The majority of experiments have studied the rat testis due to its convenience: it is of relatively large size and is easily extracted from experimental animals.
Macrophages
Macrophages are directly involved in the fight against invading micro-organisms as well as being antigen-presenting cells which activate lymphocytes. Early studies demonstrated the presence of macrophages in the rat testis Testicular macrophages are the largest population of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The prostate gland secretes a fluid that mixes with sperm to help form what?
A. testosterone
B. hormone
C. semen
D. urine
Answer:
|
|
ai2_arc-522
|
multiple_choice
|
A sound is heard when you pluck a string on a guitar. What will happen to the sound if the same string is plucked harder?
|
[
"The volume will stay the same, and the pitch will be higher.",
"The pitch will stay the same, and the volume will be higher.",
"Both the pitch and the volume will be higher.",
"Both the pitch and the volume will stay the same."
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A monochord, also known as sonometer (see below), is an ancient musical and scientific laboratory instrument, involving one (mono-) string (chord). The term monochord is sometimes used as the class-name for any musical stringed instrument having only one string and a stick shaped body, also known as musical bows. According to the Hornbostel–Sachs system, string bows are bar zithers (311.1) while monochords are traditionally board zithers (314). The "harmonical canon", or monochord is, at its least, "merely a string having a board under it of exactly the same length, upon which may be delineated the points at which the string must be stopped to give certain notes," allowing comparison.
A string is fixed at both ends and stretched over a sound box. One or more movable bridges are then manipulated to demonstrate mathematical relationships among the frequencies produced. "With its single string, movable bridge and graduated rule, the monochord (kanōn [Greek: law]) straddled the gap between notes and numbers, intervals and ratios, sense-perception and mathematical reason." However, "music, mathematics, and astronomy were [also] inexorably linked in the monochord." As a pedagogical tool for demonstrating mathematical relationships between intervals, the monochord remained in use throughout the Middle Ages.
Experimental use
The monochord can be used to illustrate the mathematical properties of musical pitch and to illustrate Mersenne's laws regarding string length and tension: "essentially a tool for measuring musical intervals". For example, when a monochord's string is open it vibrates at a particular frequency and produces a pitch. When the length of the string is halved, and plucked, it produces a pitch an octave higher and the string vibrates at twice the frequency of the original (2:1) . Half of this length will produce a pitch two octaves higher than the original—four times the initial frequency (4:1)—and so on. Standard diatonic Pythagorean tuning (Ptolemy's Di
Document 2:::
To hear the shape of a drum is to infer information about the shape of the drumhead from the sound it makes, i.e., from the list of overtones, via the use of mathematical theory.
"Can One Hear the Shape of a Drum?" is the title of a 1966 article by Mark Kac in the American Mathematical Monthly which made the question famous, though this particular phrasing originates with Lipman Bers. Similar questions can be traced back all the way to physicist Arthur Schuster in 1882. For his paper, Kac was given the Lester R. Ford Award in 1967 and the Chauvenet Prize in 1968.
The frequencies at which a drumhead can vibrate depend on its shape. The Helmholtz equation calculates the frequencies if the shape is known. These frequencies are the eigenvalues of the Laplacian in the space. A central question is whether the shape can be predicted if the frequencies are known; for example, whether a Reuleaux triangle can be recognized in this way. Kac admitted that he did not know whether it was possible for two different shapes to yield the same set of frequencies. The question of whether the frequencies determine the shape was finally answered in the negative in the early 1990s by Gordon, Webb and Wolpert.
Formal statement
More formally, the drum is conceived as an elastic membrane whose boundary is clamped. It is represented as a domain D in the plane. Denote by λn the Dirichlet eigenvalues for D: that is, the eigenvalues of the Dirichlet problem for the Laplacian:
Two domains are said to be isospectral (or homophonic) if they have the same eigenvalues. The term "homophonic" is justified because the Dirichlet eigenvalues are precisely the fundamental tones that the drum is capable of producing: they appear naturally as Fourier coefficients in the solution wave equation with clamped boundary.
Therefore, the question may be reformulated as: what can be inferred on D if one knows only the values of λn? Or, more specifically: are there two distinct domains that are isospectral?
Rel
Document 3:::
Violin acoustics is an area of study within musical acoustics concerned with how the sound of a violin is created as the result of interactions between its many parts. These acoustic qualities are similar to those of other members of the violin family, such as the viola.
The energy of a vibrating string is transmitted through the bridge to the body of the violin, which allows the sound to radiate into the surrounding air. Both ends of a violin string are effectively stationary, allowing for the creation of standing waves. A range of simultaneously produced harmonics each affect the timbre, but only the fundamental frequency is heard. The frequency of a note can be raised by the increasing the string's tension, or decreasing its length or mass. The number of harmonics present in the tone can be reduced, for instance by the using the left hand to shorten the string length. The loudness and timbre of each of the strings is not the same, and the material used affects sound quality and ease of articulation. Violin strings were originally made from catgut but are now usually made of steel or a synthetic material. Most strings are wound with metal to increase their mass while avoiding excess thickness.
During a bow stroke, the string is pulled until the string's tension causes it to return, after which it receives energy again from the bow. Violin players can control bow speed, the force used, the position of the bow on the string, and the amount of hair in contact with the string. The static forces acting on the bridge, which supports one end of the strings' playing length, are large: dynamic forces acting on the bridge force it to rock back and forth, which causes the vibrations from the strings to be transmitted. A violin's body is strong enough to resist the tension from the strings, but also light enough to vibrate properly. It is made of two arched wooden plates with ribs around the sides and has two f-holes on either side of the bridge. It acts as a sound box to
Document 4:::
In music, timbre (), also known as tone color or tone quality (from psychoacoustics), is the perceived sound quality of a musical note, sound or tone. Timbre distinguishes different types of sound production, such as choir voices and musical instruments. It also enables listeners to distinguish different instruments in the same category (e.g., an oboe and a clarinet, both woodwind instruments).
In simple terms, timbre is what makes a particular musical instrument or human voice have a different sound from another, even when they play or sing the same note. For instance, it is the difference in sound between a guitar and a piano playing the same note at the same volume. Both instruments can sound equally tuned in relation to each other as they play the same note, and while playing at the same amplitude level each instrument will still sound distinctively with its own unique tone color. Experienced musicians are able to distinguish between different instruments of the same type based on their varied timbres, even if those instruments are playing notes at the same fundamental pitch and loudness.
The physical characteristics of sound that determine the perception of timbre include frequency spectrum and envelope. Singers and instrumental musicians can change the timbre of the music they are singing/playing by using different singing or playing techniques. For example, a violinist can use different bowing styles or play on different parts of the string to obtain different timbres (e.g., playing sul tasto produces a light, airy timbre, whereas playing sul ponticello produces a harsh, even and aggressive tone). On electric guitar and electric piano, performers can change the timbre using effects units and graphic equalizers.
Synonyms
Tone quality and tone color are synonyms for timbre, as well as the "texture attributed to a single instrument". However, the word texture can also refer to the type of music, such as multiple, interweaving melody lines versus a singable me
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A sound is heard when you pluck a string on a guitar. What will happen to the sound if the same string is plucked harder?
A. The volume will stay the same, and the pitch will be higher.
B. The pitch will stay the same, and the volume will be higher.
C. Both the pitch and the volume will be higher.
D. Both the pitch and the volume will stay the same.
Answer:
|
|
sciq-8657
|
multiple_choice
|
What do most amphibians breathe with as larvae?
|
[
"lungs",
"gills",
"nasal passages",
"pores"
] |
B
|
Relavent Documents:
Document 0:::
The common frog or grass frog (Rana temporaria), also known as the European common frog, European common brown frog, European grass frog, European Holarctic true frog, European pond frog or European brown frog, is a semi-aquatic amphibian of the family Ranidae, found throughout much of Europe as far north as Scandinavia and as far east as the Urals, except for most of the Iberian Peninsula, southern Italy, and the southern Balkans. The farthest west it can be found is Ireland. It is also found in Asia, and eastward to Japan. The nominative, and most common, subspecies Rana temporaria temporaria is a largely terrestrial frog native to Europe. It is distributed throughout northern Europe and can be found in Ireland, the Isle of Lewis and as far east as Japan.
Common frogs metamorphose through three distinct developmental life stages — aquatic larva, terrestrial juvenile, and adult. They have corpulent bodies with a rounded snout, webbed feet and long hind legs adapted for swimming in water and hopping on land. Common frogs are often confused with the common toad (Bufo bufo), but frogs can easily be distinguished as they have longer legs, hop, and have a moist skin, whereas toads crawl and have a dry 'warty' skin. The spawn of the two species also differs, in that frog spawn is laid in clumps and toad spawn is laid in long strings.
There are 3 subspecies of the common frog, R. t. temporaria, R. t. honnorati and R. t. palvipalmata. R. t. temporaria is the most common subspecies of this frog.
Description
The adult common frog has a body length of . In addition, its back and flanks vary in colour from olive green to grey-brown, brown, olive brown, grey, yellowish and rufous. However, it can lighten and darken its skin to match its surroundings. Some individuals have more unusual colouration—both black and red individuals have been found in Scotland, and albino frogs have been found with yellow skin and red eyes. During the mating season the male common frog tends to tu
Document 1:::
Fish gills are organs that allow fish to breathe underwater. Most fish exchange gases like oxygen and carbon dioxide using gills that are protected under gill covers (operculum) on both sides of the pharynx (throat). Gills are tissues that are like short threads, protein structures called filaments. These filaments have many functions including the transfer of ions and water, as well as the exchange of oxygen, carbon dioxide, acids and ammonia. Each filament contains a capillary network that provides a large surface area for exchanging oxygen and carbon dioxide.
Fish exchange gases by pulling oxygen-rich water through their mouths and pumping it over their gills. Within the gill filaments, capillary blood flows in the opposite direction to the water, causing counter-current exchange. The gills push the oxygen-poor water out through openings in the sides of the pharynx. Some fish, like sharks and lampreys, possess multiple gill openings. However, bony fish have a single gill opening on each side. This opening is hidden beneath a protective bony cover called the operculum.
Juvenile bichirs have external gills, a very primitive feature that they share with larval amphibians.
Previously, the evolution of gills was thought to have occurred through two diverging lines: gills formed from the endoderm, as seen in jawless fish species, or those form by the ectoderm, as seen in jawed fish. However, recent studies on gill formation of the little skate (Leucoraja erinacea) has shown potential evidence supporting the claim that gills from all current fish species have in fact evolved from a common ancestor.
Breathing with gills
Air breathing fish can be divided into obligate air breathers and facultative air breathers. Obligate air breathers, such as the African lungfish, are obligated to breathe air periodically or they suffocate. Facultative air breathers, such as the catfish Hypostomus plecostomus, only breathe air if they need to and can otherwise rely on their gills f
Document 2:::
Batrachology is the branch of zoology concerned with the study of amphibians including frogs and toads, salamanders, newts, and caecilians. It is a sub-discipline of herpetology, which also includes non-avian reptiles (snakes, lizards, amphisbaenids, turtles, terrapins, tortoises, crocodilians, and the tuatara). Batrachologists may study the evolution, ecology, ethology, or anatomy of amphibians.
Amphibians are cold blooded vertebrates largely found in damp habitats although many species have special behavioural adaptations that allow them to live in deserts, trees, underground and in regions with wide seasonal variations in temperature. There are over 7250 species of amphibians.
Notable batrachologists
Jean Marius René Guibé
Gabriel Bibron
Oskar Boettger
George Albert Boulenger
Edward Drinker Cope
François Marie Daudin
Franz Werner
Leszek Berger
Document 3:::
Aquatic respiration is the process whereby an aquatic organism exchanges respiratory gases with water, obtaining oxygen from oxygen dissolved in water and excreting carbon dioxide and some other metabolic waste products into the water.
Unicellular and simple small organisms
In very small animals, plants and bacteria, simple diffusion of gaseous metabolites is sufficient for respiratory function and no special adaptations are found to aid respiration. Passive diffusion or active transport are also sufficient mechanisms for many larger aquatic animals such as many worms, jellyfish, sponges, bryozoans and similar organisms. In such cases, no specific respiratory organs or organelles are found.
Higher plants
Although higher plants typically use carbon dioxide and excrete oxygen during photosynthesis, they also respire and, particularly during darkness, many plants excrete carbon dioxide and require oxygen to maintain normal functions. In fully submerged aquatic higher plants specialised structures such as stoma on leaf surfaces to control gas interchange. In many species, these structures can be controlled to be open or closed depending on environmental conditions. In conditions of high light intensity and relatively high carbonate ion concentrations, oxygen may be produced in sufficient quantities to form gaseous bubbles on the surface of leaves and may produce oxygen super-saturation in the surrounding water body.
Animals
All animals that practice truly aquatic respiration are poikilothermic. All aquatic homeothermic animals and birds including cetaceans and penguins are air breathing despite a fully aquatic life-style.
Echinoderms
Echinoderms have a specialised water vascular system which provides a number of functions including providing the hydraulic power for tube feet but also serves to convey oxygenated sea water into the body and carry waste water out again. In many genera, the water enters through a madreporite, a sieve like structure on the upper surfac
Document 4:::
Molluscs
Ancylus fluviatilis
Aylacostoma species
Lymnaea ovata
Amphibians
Neurergus strauchii, a newt from Turkey
Pach
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do most amphibians breathe with as larvae?
A. lungs
B. gills
C. nasal passages
D. pores
Answer:
|
|
sciq-11592
|
multiple_choice
|
What happens to most of the energy in a trophic level as it passes to the next higher level?
|
[
"it increases",
"it is lost",
"it stays the same",
"it is transferred"
] |
B
|
Relavent Documents:
Document 0:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 1:::
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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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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An ecological pyramid (also trophic pyramid, Eltonian pyramid, energy pyramid, or sometimes food pyramid') is a graphical representation designed to show the biomass or bioproductivity at each trophic level in an ecosystem.
A pyramid of energy shows how much energy is retained in the form of new biomass from each trophic level, while a pyramid of biomass shows how much biomass (the amount of living or organic matter present in an organism) is present in the organisms. There is also a pyramid of numbers representing the number of individual organisms at each trophic level. Pyramids of energy are normally upright, but other pyramids can be inverted(pyramid of biomass for marine region) or take other shapes.(spindle shaped pyramid)
Ecological pyramids begin with producers on the bottom (such as plants) and proceed through the various trophic levels (such as herbivores that eat plants, then carnivores that eat flesh, then omnivores that eat both plants and flesh, and so on). The highest level is the top of the food chain.
Biomass can be measured by a bomb calorimeter.
Pyramid of Energy
A pyramid of energy or pyramid of productivity shows the production or turnover (the rate at which energy or mass is transferred from one trophic level to the next) of biomass at each trophic level. Instead of showing a single snapshot in time, productivity pyramids show the flow of energy through the food chain. Typical units are grams per square meter per year or calories per square meter per year. As with the others, this graph shows producers at the bottom and higher trophic levels on top.
When an ecosystem is healthy, this graph produces a standard ecological pyramid. This is because, in order for the ecosystem to sustain itself, there must be more energy at lower trophic levels than there is at higher trophic levels. This allows organisms on the lower levels to not only maintain a stable population, but also to transfer energy up the pyramid. The exception to this generalizati
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What happens to most of the energy in a trophic level as it passes to the next higher level?
A. it increases
B. it is lost
C. it stays the same
D. it is transferred
Answer:
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|
ai2_arc-680
|
multiple_choice
|
Growth and activities of organisms can speed up the chemical weathering of rocks. Which organisms naturally cause most of the chemical weathering of rocks?
|
[
"small mammals",
"plant seedlings",
"mosses",
"insects"
] |
C
|
Relavent Documents:
Document 0:::
Biogeology is the study of the interactions between the Earth's biosphere and the lithosphere.
Biogeology examines biotic, hydrologic, and terrestrial systems in relation to each other, to help understand the Earth's climate, oceans, and other effects on geologic systems.
For example, bacteria are responsible for the formation of some minerals such as pyrite, and can concentrate economically important metals such as tin and uranium. Bacteria are also responsible for the chemical composition of the atmosphere, which affects weathering rates of rocks.
Prior to the late Devonian period, there was little plant life beyond lichens, and bryophytes. At this time large vascular plants evolved, growing up to in height. These large plants changed the atmosphere, and altered the composition of the soil by increasing the amount of organic carbon. This helped prevent the soil being washed away through erosion.
See also
Pedology
Geobiology
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Geomicrobiology is the scientific field at the intersection of geology and microbiology and is a major subfield of geobiology. It concerns the role of microbes on geological and geochemical processes and effects of minerals and metals to microbial growth, activity and survival. Such interactions occur in the geosphere (rocks, minerals, soils, and sediments), the atmosphere and the hydrosphere. Geomicrobiology studies microorganisms that are driving the Earth's biogeochemical cycles, mediating mineral precipitation and dissolution, and sorbing and concentrating metals. The applications include for example bioremediation, mining, climate change mitigation and public drinking water supplies.
Rocks and minerals
Microbe-aquifer interactions
Microorganisms are known to impact aquifers by modifying their rates of dissolution. In the karstic Edwards Aquifer, microbes colonizing the aquifer surfaces enhance the dissolution rates of the host rock.
In the oceanic crustal aquifer, the largest aquifer on Earth, microbial communities can impact ocean productivity, sea water chemistry as well as geochemical cycling throughout the geosphere. The mineral make-up of the rocks affects the composition and abundance of these subseafloor microbial communities present. Through bioremediation some microbes can aid in decontaminating freshwater resources in aquifers contaminated by waste products.
Microbially precipitated minerals
Some bacteria use metal ions as their energy source. They convert (or chemically reduce) the dissolved metal ions from one electrical state to another. This reduction releases energy for the bacteria's use, and, as a side product, serves to concentrate the metals into what ultimately become ore deposits. Biohydrometallurgy or in situ mining is where low-grade ores may be attacked by well-studied microbial processes under controlled conditions to extract metals. Certain iron, copper, uranium and even gold ores are thought to have formed as the result of micr
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The Géotechnique lecture is an biennial lecture on the topic of soil mechanics, organised by the British Geotechnical Association named after its major scientific journal Géotechnique.
This should not be confused with the annual BGA Rankine Lecture.
List of Géotechnique Lecturers
See also
Named lectures
Rankine Lecture
Terzaghi Lecture
External links
ICE Géotechnique journal
British Geotechnical Association
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Bioturbation is defined as the reworking of soils and sediments by animals or plants. It includes burrowing, ingestion, and defecation of sediment grains. Bioturbating activities have a profound effect on the environment and are thought to be a primary driver of biodiversity. The formal study of bioturbation began in the 1800s by Charles Darwin experimenting in his garden. The disruption of aquatic sediments and terrestrial soils through bioturbating activities provides significant ecosystem services. These include the alteration of nutrients in aquatic sediment and overlying water, shelter to other species in the form of burrows in terrestrial and water ecosystems, and soil production on land.
Bioturbators are deemed ecosystem engineers because they alter resource availability to other species through the physical changes they make to their environments. This type of ecosystem change affects the evolution of cohabitating species and the environment, which is evident in trace fossils left in marine and terrestrial sediments. Other bioturbation effects include altering the texture of sediments (diagenesis), bioirrigation, and displacement of microorganisms and non-living particles. Bioturbation is sometimes confused with the process of bioirrigation, however these processes differ in what they are mixing; bioirrigation refers to the mixing of water and solutes in sediments and is an effect of bioturbation.
Walruses, salmon, and pocket gophers are examples of large bioturbators. Although the activities of these large macrofaunal bioturbators are more conspicuous, the dominant bioturbators are small invertebrates, such as earthworms, polychaetes, ghost shrimp, mud shrimp, and midge larvae. The activities of these small invertebrates, which include burrowing and ingestion and defecation of sediment grains, contribute to mixing and the alteration of sediment structure.
Functional groups
Bioturbators have been organized by a variety of functional groupings based on e
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On Earth, frozen environments such as permafrost and glaciers are known for their ability to preserve items, as they are too cold for ordinary decomposition to take place. This makes them a valuable source of archeological artefacts and prehistoric fossils, yet it also means that there are certain risks once ancient organic matter is finally subject to thaw. The best-studied risk is that of decomposition of such organic matter releasing a substantial quantity of carbon dioxide and methane, and thus acting as a notable climate change feedback. Yet, some scientists have also raised concerns about the possibility that some metabolically dormant bacteria and protists, as well as always metabolically inactive viruses, may both survive the thaw and either threaten humans directly, or affect some of the animal or plant species important for human wellbeing.
As of 2023, there has been at least one recorded reemergence of anthrax, a pathogen long-known for its ability to hibernate in soils. There have also been several cases when truly novel microorganisms discovered in the frozen environments were successfully revived by researchers, or were found live in a recently thawed environment. So far, most only affect amoebas, and none have been known to pose a risk to humans or to crops. Of the already-studied pathogens, at least one anthrax outbreak has been connected to decades-old infected carrion thaw; yet, samples of influenza and smallpox pathogens have failed to survive the thaw even in laboratory conditions. Some researchers have also raised alarm about the potential of horizontal gene transfer between ancient and modern bacteria, and the risk it could exacerbate the challenge of antibiotic resistance. At the same time, other scientists consider these concerns overblown, and argue that ancient microorganisms are unlikely to make a difference today.
Timeline of research into the subject
20th century
Johan Hultin made multiple attempts during the 20th century to culture 1
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Growth and activities of organisms can speed up the chemical weathering of rocks. Which organisms naturally cause most of the chemical weathering of rocks?
A. small mammals
B. plant seedlings
C. mosses
D. insects
Answer:
|
|
scienceQA-2685
|
multiple_choice
|
How long is a garden rake?
|
[
"5 miles",
"5 inches",
"5 feet",
"5 yards"
] |
C
|
The best estimate for the length of a garden rake is 5 feet.
5 inches is too short. 5 yards and 5 miles are too long.
|
Relavent Documents:
Document 0:::
In the Tall Grass is a horror novella by American writers Stephen King and his son Joe Hill. It was originally published in two parts in the June/July and August 2012 issues of Esquire magazine. This is King and Hill's second collaboration, following 2009's Throttle. On October 9, 2012, In the Tall Grass was released in e-book and audiobook formats, the latter read by Stephen Lang. It has also been published in Full Throttle, a 2019 collection of short fiction by Hill.
Plot summary
Cal and Becky Demuth are inseparable siblings (being called Irish twins by their parents, as they are 9 months apart). Becky finds out during her sophomore year of college that she is pregnant, leading the twins' parents to suggest she go live with her aunt and uncle until the baby is born. Since it is spring break, Cal decides to accompany her on her cross-country trip. They stop at numerous tourist locations along the way.
After driving for three days, they stop at a field of grass over nine feet high after they hear a boy named Tobin calling for help. The twins also hear his mother Natalie yelling at him to stop making noise, warning "he will hear you". Cal thinks Tobin is just a few feet inside the field and walks into it to rescue the boy, Natalie's cries having mysteriously gone silent. Tobin sounds close so he dives for him, only to find no one there and realize that Tobin's voice now sounds far away.
Becky calls the authorities as she follows Cal into the field, but loses the signal just a few feet in. Cal and Becky get the idea to jump within the field to determine each other's position. The first attempt reveals they are only a yard from one another, but upon a second attempt Becky sees Cal is now a significant distance from her. Cal stumbles across a golden retriever's dead body, having died of dehydration. Becky and Cal become increasingly agitated when they realize the field is somehow shifting their location from one another, one minute sounding close and the next league
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2 Bighas = 1 Killa(Acre)
2.5 Killas(Acres) = 1 Hectare
25 Killas(Acres) = 1 Murabba
This the current standard system of measurement of farm land.
Muraba-Killa-Bigha system
one 'karam' is 5.5 ft
one 'Sq. Karam' is 'One Sarsai' = (5.5 x 5.5) = 30.25 Sq. Feet
one 'marla' is 9 (Sarsai) square karams = 9 x (5.5x5.5) = 272.25 Sq ft =30.25 Sq yard.
one 'kanaal' is 20 marlas (5,445 sq ft) = 605 Sq.yard (Gajz)
one 'bigha' is 20 biswa (21,780 sq ft)
one 'bigha' = 20 nisa
one 'bigha' = 4 kanals
5 'kanaals' (27225 sq. ft) = 5x605 = 100 marla = 3025 sq.yd. (gajz)
one 'killa' is of 8 kanaals = 8x605 = 4840sq.yd. (gajz)
one 'murabba' is 25 killas (1,089,000 sq ft = 25 acres)
1 hectare is 2.47 Acres
Killa or acre measurements
A killa or acre is measured rectangularly, reckoned as an area 36 karams (198 ft) x 40 karams (220 ft) (43,560 square ft). 1
/5th of a killa or acre is known as bi
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:::
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
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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.
How long is a garden rake?
A. 5 miles
B. 5 inches
C. 5 feet
D. 5 yards
Answer:
|
sciq-7736
|
multiple_choice
|
In the simple cubic system, the atoms or ions are located in which part of the cell?
|
[
"plasma",
"walls",
"corners",
"mitochondria"
] |
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:::
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 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:::
Mesosomes or chondrioids are folded invaginations in the plasma membrane of bacteria that are produced by the chemical fixation techniques used to prepare samples for electron microscopy. Although several functions were proposed for these structures in the 1960s, they were recognized as artifacts by the late 1970s and are no longer considered to be part of the normal structure of bacterial cells. These extensions are in the form of vesicles, tubules and lamellae.
Initial observations
These structures are invaginations of the plasma membrane observed in gram-positive bacteria that have been chemically fixed to prepare them for electron microscopy. They were first observed in 1953 by George B. Chapman and James Hillier, who referred to them as "peripheral bodies." They were termed "mesosomes" by Fitz-James in 1960.
Initially, it was thought that mesosomes might play a role in several cellular processes, such as cell wall formation during cell division, chromosome replication, or as a site for oxidative phosphorylation. The mesosome was thought to increase the surface area of the cell, aiding the cell in cellular respiration. This is analogous to cristae in the mitochondrion in eukaryotic cells, which are finger-like projections and help eukaryotic cells undergo cellular respiration. Mesosomes were also hypothesized to aid in photosynthesis, cell division, DNA replication, and cell compartmentalisation.
Disproof of hypothesis
These models were called into question during the late 1970s when data accumulated suggesting that mesosomes are artifacts formed through damage to the membrane during the process of chemical fixation, and do not occur in cells that have not been chemically fixed. By the mid to late 1980s, with advances in cryofixation and freeze substitution methods for electron microscopy, it was generally concluded that mesosomes do not exist in living cells. However, a few researchers continue to argue that the evidence remains inconclusive, and that mesoso
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In the simple cubic system, the atoms or ions are located in which part of the cell?
A. plasma
B. walls
C. corners
D. mitochondria
Answer:
|
|
sciq-5558
|
multiple_choice
|
Is sweat an exocrine or endocrine substance?
|
[
"exocrine",
"exocrine",
"neither",
"both"
] |
A
|
Relavent Documents:
Document 0:::
Sudomotor function refers to the autonomic nervous system control of sweat gland activity in response to various environmental and individual factors. Sweat production is a vital thermoregulatory mechanism used by the body to prevent heat-related illness as the evaporation of sweat is the body’s most effective method of heat reduction and the only cooling method available when the air temperature rises above skin temperature. In addition, sweat plays key roles in grip, microbial defense, and wound healing.
Physiology
Human sweat glands are primarily classified as either eccrine or apocrine glands. Eccrine glands open directly onto the surface of the skin, while apocrine glands open into hair follicles. Eccrine glands are the predominant sweat gland in the human body with numbers totaling up to 4 million. They are located within the reticular dermal layer of the skin and distributed across nearly the entire surface of the body with the largest numbers occurring in the palms and soles.
Eccrine sweat is secreted in response to both emotional and thermal stimulation. Eccrine glands are primarily innervated by small-diameter, unmyelinated class C-fibers from postganglionic sympathetic cholinergic neurons. Increases in body and skin temperature are detected by visceral and peripheral thermoreceptors, which send signals via class C and Aδ-fiber afferent somatic neurons through the lateral spinothalamic tract to the preoptic nucleus of the hypothalamus for processing. In addition, there are warm-sensitive neurons located within the preoptic nucleus that detect increases in core body temperature. Efferent pathways then descend ipsilaterally from the hypothalamus through the pons and medulla to preganglionic sympathetic cholinergic neurons in the intermediolateral column of the spinal cord. The preganglionic neurons synapse with postganglionic cholinergic sudomotor (and to a lesser extent adrenergic) neurons in the paravertebral sympathetic ganglia. When the action potentia
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
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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.
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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
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Sweat diagnostics is an emerging non-invasive technique used to provide insights to the health of the human body. Common sweat diagnostic tests include testing for cystic fibrosis and illicit drugs. Most testing of human sweat is in reference to the eccrine sweat gland which in contrast to the apocrine sweat gland, has a lower composition of oils.
Although sweat is mostly water, there are many solutes which are found in sweat that have at least some relation to biomarkers found in blood. These include: sodium (Na+), chloride (Cl−), potassium (K+), ammonium (NH), alcohols, lactate, peptides & proteins. Development of devices, sensing techniques and biomarker identification in sweat continues to be an expanding field for medical diagnostics and athletics applications.
The use of smart biosensors for on-skin sweat analysis has been described as internet-enabled Sudorology (iSudorology) by Brasier et al. in 2019. It describes the lab-independent detection of molecular, next-generation digital biomarkers in sweat.
History
Some of the earliest, published studies on sweat composition date back to the 19th century. Further studies in the 20th century began to solidify understanding of the physiology and pharmacology of the eccrine sweat gland. In-vivo and in-vitro studies from this time period, and even those continuing today, have identified numerous structural nuances and new molecules present within sweat. The first commercially adopted use for sweat diagnostics included testing of sodium and chloride levels in children for the diagnosis of cystic fibrosis. Today, one of the most popular devices for this testing is the Macroduct Sweat Collection System from ELITechGroup.
General evidence
More recently, numerous studies have identified the plausibility of sweat as an alternative to blood analysis. The potential substitution for sweat versus blood analysis has many potential benefits. For example, sweat can be: extracted in a non-invasive manner via iontophor
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Is sweat an exocrine or endocrine substance?
A. exocrine
B. exocrine
C. neither
D. both
Answer:
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|
sciq-6220
|
multiple_choice
|
All of the planets rotate on their axes in the same direction that they move around the sun, except for which one?
|
[
"Saturn",
"uranus",
"venus",
"Jupiter"
] |
B
|
Relavent Documents:
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This article is a list of notable unsolved problems in astronomy. Some of these problems are theoretical, meaning that existing theories may be incapable of explaining certain observed phenomena or experimental results. Others are experimental, meaning that experiments necessary to test proposed theory or investigate a phenomenon in greater detail have not yet been performed. Some pertain to unique events or occurrences that have not repeated themselves and whose causes remain unclear.
Planetary astronomy
Our solar system
Orbiting bodies and rotation:
Are there any non-dwarf planets beyond Neptune?
Why do extreme trans-Neptunian objects have elongated orbits?
Rotation rate of Saturn:
Why does the magnetosphere of Saturn rotate at a rate close to that at which the planet's clouds rotate?
What is the rotation rate of Saturn's deep interior?
Satellite geomorphology:
What is the origin of the chain of high mountains that closely follows the equator of Saturn's moon, Iapetus?
Are the mountains the remnant of hot and fast-rotating young Iapetus?
Are the mountains the result of material (either from the rings of Saturn or its own ring) that over time collected upon the surface?
Extra-solar
How common are Solar System-like planetary systems? Some observed planetary systems contain Super-Earths and Hot Jupiters that orbit very close to their stars. Systems with Jupiter-like planets in Jupiter-like orbits appear to be rare. There are several possibilities why Jupiter-like orbits are rare, including that data is lacking or the grand tack hypothesis.
Stellar astronomy and astrophysics
Solar cycle:
How does the Sun generate its periodically reversing large-scale magnetic field?
How do other Sol-like stars generate their magnetic fields, and what are the similarities and differences between stellar activity cycles and that of the Sun?
What caused the Maunder Minimum and other grand minima, and how does the solar cycle recover from a minimum state?
Coronal heat
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This is a list of most likely gravitationally rounded objects of the Solar System, which are objects that have a rounded, ellipsoidal shape due to their own gravity (but are not necessarily in hydrostatic equilibrium). Apart from the Sun itself, these objects qualify as planets according to common geophysical definitions of that term. The sizes of these objects range over three orders of magnitude in radius, from planetary-mass objects like dwarf planets and some moons to the planets and the Sun. This list does not include small Solar System bodies, but it does include a sample of possible planetary-mass objects whose shapes have yet to be determined. The Sun's orbital characteristics are listed in relation to the Galactic Center, while all other objects are listed in order of their distance from the Sun.
Star
The Sun is a G-type main-sequence star. It contains almost 99.9% of all the mass in the Solar System.
Planets
In 2006, the International Astronomical Union (IAU) defined a planet as a body in orbit around the Sun that was large enough to have achieved hydrostatic equilibrium and to have "cleared the neighbourhood around its orbit". The practical meaning of "cleared the neighborhood" is that a planet is comparatively massive enough for its gravitation to control the orbits of all objects in its vicinity. In practice, the term "hydrostatic equilibrium" is interpreted loosely. Mercury is round but not actually in hydrostatic equilibrium, but it is universally regarded as a planet nonetheless.
According to the IAU's explicit count, there are eight planets in the Solar System; four terrestrial planets (Mercury, Venus, Earth, and Mars) and four giant planets, which can be divided further into two gas giants (Jupiter and Saturn) and two ice giants (Uranus and Neptune). When excluding the Sun, the four giant planets account for more than 99% of the mass of the Solar System.
Dwarf planets
Dwarf planets are bodies orbiting the Sun that are massive and warm eno
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The Somerset Space Walk is a sculpture trail model of the Solar System, located in Somerset, England. The model uses the towpath of the Bridgwater and Taunton Canal to display a model of the Sun and its planets in their proportionally correct sizes and distances apart. Unusually for a Solar System model, there are two sets of planets, so that the diameter of the orbits is represented.
Aware of the inadequacies of printed pictures of the Solar System, the inventor Pip Youngman designed the Space Walk as a way of challenging people's perceptions of space and experiencing the vastness of the Solar System.
The model is built to a scale of 1:530,000,000, meaning that one millimetre on the model equates to 530 kilometres. The Sun is sited at Higher Maunsel Lock, and one set of planets is installed in each direction along the canal towards Taunton and Bridgwater; the distance between the Sun and each model of Pluto being . For less hardy walkers, the inner planets are within of the Sun, and near to the Maunsel Canal Centre (and tea shop) at Lower Maunsel Lock, where a more detailed leaflet about the model is available.
The Space Walk was opened on 9 August 1997 by British astronomer Heather Couper. In 2007, a project team from Somerset County Council refurbished some of the models.
Background
The Walk is a joint venture between the Taunton Solar Model Group and British Waterways, with support from Somerset County Council, Taunton Deane Borough Council and the Somerset Waterways Development Trust. The Taunton Solar Model Group comprised Pip Youngman, Trevor Hill – a local physics teacher who had been awarded the title of "Institute of Physics (IOP) Physics Teacher of the Year" – and David Applegate who, during his time as Mayor of Taunton, had expressed a wish to see some kind of science initiative in the area. Youngman came up with the idea for the Space Walk, and Hill assisted by calculating the respective positions and sizes of the planets.
Funding for the projec
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Chaotic rotation involves the irregular and unpredictable rotation of an astronomical body. Unlike Earth's rotation, a chaotic rotation may not have a fixed axis or period. Because of the conservation of angular momentum, chaotic rotation is not seen in objects that are spherically symmetric or well isolated from gravitational interaction, but is the result of the interactions within a system of orbiting bodies, similar to those associated with orbital resonance.
Examples of chaotic rotation include Hyperion, a moon of Saturn, which rotates so unpredictably that the Cassini probe could not be reliably scheduled to pass by unexplored regions, and Pluto's Nix, Hydra, and possibly Styx and Kerberos, and also Neptune's Nereid. According to Mark R. Showalter, author of a recent study, "Nix can flip its entire pole. It could actually be possible to spend a day on Nix in which the sun rises in the east and sets in the north. It is almost random-looking in the way it rotates." Another example is that of galaxies; from careful observation by the Keck and Hubble telescopes of hundreds of galaxies, a trend was discovered that suggests galaxies such as our own Milky Way used to have a very chaotic rotation, with planetary bodies and stars rotating randomly. New evidence suggests that our galaxy and other have settled into an orderly, disk-like rotation over the past 8 billion years and that other galaxies are slowly following suit over time.
See also
List of orbits
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This is a list of potentially habitable exoplanets. The list is mostly based on estimates of habitability by the Habitable Exoplanets Catalog (HEC), and data from the NASA Exoplanet Archive. The HEC is maintained by the Planetary Habitability Laboratory at the University of Puerto Rico at Arecibo. There is also a speculative list being developed of superhabitable planets.
Surface planetary habitability is thought to require orbiting at the right distance from the host star for liquid surface water to be present, in addition to various geophysical and geodynamical aspects, atmospheric density, radiation type and intensity, and the host star's plasma environment.
List
This is a list of exoplanets within the circumstellar habitable zone that are under 10 Earth masses and smaller than 2.5 Earth radii, and thus have a chance of being rocky. Note that inclusion on this list does not guarantee habitability, and in particular the larger planets are unlikely to have a rocky composition. Earth is included for comparison.
Note that mass and radius values prefixed with "~" have not been measured, but are estimated from a mass-radius relationship.
Previous candidates
Some exoplanet candidates detected by radial velocity that were originally thought to be potentially habitable were later found to most likely be artifacts of stellar activity. These include Gliese 581 d & g, Gliese 667 Ce & f, Gliese 682 b & c, Kapteyn b, and Gliese 832 c.
HD 85512 b was initially estimated to be potentially habitable, but updated models for the boundaries of the habitable zone placed the planet interior to the HZ, and it is now considered non-habitable. Kepler-69c has gone through a similar process; though initially estimated to be potentially habitable, it was quickly realized that the planet is more likely to be similar to Venus, and is thus no longer considered habitable. Several other planets, such as Gliese 180 b, also appear to be examples of planets once considered potentially habit
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
All of the planets rotate on their axes in the same direction that they move around the sun, except for which one?
A. Saturn
B. uranus
C. venus
D. Jupiter
Answer:
|
|
scienceQA-101
|
multiple_choice
|
What do these two changes have in common?
a slice of banana turning brown
grilling a hamburger
|
[
"Both are chemical changes.",
"Both are caused by heating.",
"Both are caused by cooling.",
"Both are only physical changes."
] |
A
|
Step 1: Think about each change.
A slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.
Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types 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.
Cooking a hamburger is caused by heating. But a slice of banana turning brown is not.
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 cooking, proofing (also called proving) is a step in the preparation of yeast bread and other baked goods in which the dough is allowed to rest and rise a final time before baking. During this rest period, yeast ferments the dough and produces gases, thereby leavening the dough.
In contrast, proofing or blooming yeast (as opposed to proofing the dough) may refer to the process of first suspending yeast in warm water, a necessary hydration step when baking with active dry yeast. Proofing can also refer to the process of testing the viability of dry yeast by suspending it in warm water with carbohydrates (sugars). If the yeast is still alive, it will feed on the sugar and produce a visible layer of foam on the surface of the water mixture.
Fermentation rest periods are not always explicitly named, and can appear in recipes as "Allow dough to rise." When they are named, terms include "bulk fermentation", "first rise", "second rise", "final proof" and "shaped proof".
Dough processes
The process of making yeast-leavened bread involves a series of alternating work and rest periods. Work periods occur when the dough is manipulated by the baker. Some work periods are called mixing, kneading, and folding, as well as division, shaping, and panning. Work periods are typically followed by rest periods, which occur when dough is allowed to sit undisturbed. Particular rest periods include, but are not limited to, autolyse, bulk fermentation and proofing. Proofing, also sometimes called final fermentation, is the specific term for allowing dough to rise after it has been shaped and before it is baked.
Some breads begin mixing with an autolyse. This refers to a period of rest after the initial mixing of flour and water, a rest period that occurs sequentially before the addition of yeast, salt and other ingredients. This rest period allows for better absorption of water and helps the gluten and starches to align. The autolyse is credited to Raymond Calvel, who recommende
Document 3:::
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 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do these two changes have in common?
a slice of banana turning brown
grilling a hamburger
A. Both are chemical changes.
B. Both are caused by heating.
C. Both are caused by cooling.
D. Both are only physical changes.
Answer:
|
sciq-9757
|
multiple_choice
|
What structure is an organelle that contains enzymes that break down and digest unneeded cellular components?
|
[
"lysosome",
"tissue",
"peroxisome",
"centrosome"
] |
A
|
Relavent Documents:
Document 0:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
Document 1:::
A microbody (or cytosome) is a type of organelle that is found in the cells of plants, protozoa, and animals. Organelles in the microbody family include peroxisomes, glyoxysomes, glycosomes and hydrogenosomes. In vertebrates, microbodies are especially prevalent in the liver and kidney. Many membrane bound vesicles called microbodies that contain various enzymes, are present in both plant and animal cells
Structure
Microbodies are different type of bodies present in the cytosol, also known as cytosomes. A microbody is usually a vesicle with a spherical shape, ranging from 0.2-1.5 micrometers in diameter. Microbodies are found in the cytoplasm of a cell, but they are only visible with the use of an electron microscope. They are surrounded by a single phospholipid bilayer membrane and they contain a matrix of intracellular material including enzymes and other proteins, but they do not seem to contain any genetic material to allow them to self-replicate.
Function
Microbodies contain enzymes that participate in the preparatory or intermediate stages of biochemical reactions within the cell. This facilitates the breakdown of fats, alcohols and amino acids. Generally microbodies are involved in detoxification of peroxides and in photo respiration in plants. Different types of microbodies have different functions:
Peroxisomes
A peroxisome is a type of microbody that functions to help the body break down large molecules and detoxify hazardous substances. It contains enzymes like oxidase, react hydrogen peroxide as a byproduct of its enzymatic reactions. Within the peroxisome, hydrogen peroxide can then be converted to water by enzymes like catalase and peroxidase. Discovered and named by Christian de Duve.
Glyoxysomes
Glyoxysomes are specialized peroxisomes found in plants and mold, which help to convert stored lipids into carbohydrates so they can be used for plant growth. In glyoxysomes the fatty acids are hydrolyzed to acetyl-CoA by peroxisomal β-oxidation enzymes
Document 2:::
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 3:::
Every organism requires energy to be active. However, to obtain energy from its outside environment, cells must not only retrieve molecules from their surroundings but also break them down. This process is known as intracellular digestion. In its broadest sense, intracellular digestion is the breakdown of substances within the cytoplasm of a cell. In detail, a phagocyte's duty is obtaining food particles and digesting it in a vacuole. For example, following phagocytosis, the ingested particle (or phagosome) fuses with a lysosome containing hydrolytic enzymes to form a phagolysosome; the pathogens or food particles within the phagosome are then digested by the lysosome's enzymes.
Intracellular digestion can also refer to the process in which animals that lack a digestive tract bring food items into the cell for the purposes of digestion for nutritional needs. This kind of intracellular digestion occurs in many unicellular protozoans, in Pycnogonida, in some molluscs, Cnidaria and Porifera. There is another type of digestion, called extracellular digestion. In amphioxus, digestion is both extracellular and intracellular.
Function
Intracellular digestion is divided into heterophagic digestion and autophagic digestion. These two types take place in the lysosome and they both have very specific functions. Heterophagic intracellular digestion has an important job which is to break down all molecules that are brought into a cell by endocytosis. The degraded molecules need to be delivered to the cytoplasm; however, this will not be possible if the molecules are not hydrolyzed in the lysosome. Autophagic intracellular digestion is processed in the cell, which means it digests the internal molecules.
Autophagy
Generally, autophagy includes three small branches, which are macroautophagy, microautophagy, and chaperone-mediated autophagy.
Occurrence
Most organisms that use intracellular digestion belong to Kingdom Protista, such as amoeba and paramecium.
Amoeba
Amoeba u
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The deutoplasm comprises the food particles stored in the cytoplasm of an ovum or a cell, as distinguished from protoplasm, the yolk substance. Generally, the deutoplasm accumulates about the nucleus and is heavier than the surrounding cytoplasm. In chicken eggs, the cytoplasm and deutoplasm are separate.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What structure is an organelle that contains enzymes that break down and digest unneeded cellular components?
A. lysosome
B. tissue
C. peroxisome
D. centrosome
Answer:
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ai2_arc-693
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multiple_choice
|
Some students used a hot plate to heat 1 L of water from 20°C to the boiling point of water. The students recorded the temperature of the water each minute until it began to boil. Which of the following provides the most appropriate way to represent the data?
|
[
"a bar graph with temperature on the y-axis and time on the x-axis",
"a bar graph with time on the y-axis and temperature on the x-axis",
"a line graph with temperature on the y-axis and time on the x-axis",
"a line graph with time on the y-axis and temperature on the x-axis"
] |
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
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Engineering Equation Solver (EES) is a commercial software package used for solution of systems of simultaneous non-linear equations. It provides many useful specialized functions and equations for the solution of thermodynamics and heat transfer problems, making it a useful and widely used program for mechanical engineers working in these fields. EES stores thermodynamic properties, which eliminates iterative problem solving by hand through the use of code that calls properties at the specified thermodynamic properties. EES performs the iterative solving, eliminating the tedious and time-consuming task of acquiring thermodynamic properties with its built-in functions.
EES also includes parametric tables that allow the user to compare a number of variables at a time. Parametric tables can also be used to generate plots. EES can also integrate, both as a command in code and in tables. EES also provides optimization tools that minimize or maximize a chosen variable by varying a number of other variables. Lookup tables can be created to store information that can be accessed by a call in the code. EES code allows the user to input equations in any order and obtain a solution, but also can contain if-then statements, which can also be nested within each other to create if-then-else statements. Users can write functions for use in their code, and also procedures, which are functions with multiple outputs.
Adjusting the preferences allows the user choose a unit system, specify stop criteria, including the number of iterations, and also enable/disable unit checking and recommending units, among other options. Users can also specify guess values and variable limits to aid the iterative solving process and help EES quickly and successfully find a solution.
The program is developed by F-Chart Software, a commercial spin-off of Prof Sanford A Klein from Department of Mechanical Engineering
University of Wisconsin-Madison.
EES is included as attached software for a number
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
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Thermogravimetric analysis or thermal gravimetric analysis (TGA) is a method of thermal analysis in which the mass of a sample is measured over time as the temperature changes. This measurement provides information about physical phenomena, such as phase transitions, absorption, adsorption and desorption; as well as chemical phenomena including chemisorptions, thermal decomposition, and solid-gas reactions (e.g., oxidation or reduction).
Thermogravimetric analyzer
Thermogravimetric analysis (TGA) is conducted on an instrument referred to as a thermogravimetric analyzer. A thermogravimetric analyzer continuously measures mass while the temperature of a sample is changed over time. Mass, temperature, and time are considered base measurements in thermogravimetric analysis while many additional measures may be derived from these three base measurements.
A typical thermogravimetric analyzer consists of a precision balance with a sample pan located inside a furnace with a programmable control temperature. The temperature is generally increased at constant rate (or for some applications the temperature is controlled for a constant mass loss) to incur a thermal reaction. The thermal reaction may occur under a variety of atmospheres including: ambient air, vacuum, inert gas, oxidizing/reducing gases, corrosive gases, carburizing gases, vapors of liquids or "self-generated atmosphere"; as well as a variety of pressures including: a high vacuum, high pressure, constant pressure, or a controlled pressure.
The thermogravimetric data collected from a thermal reaction is compiled into a plot of mass or percentage of initial mass on the y axis versus either temperature or time on the x-axis. This plot, which is often smoothed, is referred to as a TGA curve. The first derivative of the TGA curve (the DTG curve) may be plotted to determine inflection points useful for in-depth interpretations as well as differential thermal analysis.
A TGA can be used for materials character
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In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Some students used a hot plate to heat 1 L of water from 20°C to the boiling point of water. The students recorded the temperature of the water each minute until it began to boil. Which of the following provides the most appropriate way to represent the data?
A. a bar graph with temperature on the y-axis and time on the x-axis
B. a bar graph with time on the y-axis and temperature on the x-axis
C. a line graph with temperature on the y-axis and time on the x-axis
D. a line graph with time on the y-axis and temperature on the x-axis
Answer:
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sciq-9471
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multiple_choice
|
Sexual reproduction is the combination of (usually haploid) reproductive cells from two individuals to form a third (usually diploid) unique offspring. sexual reproduction produces offspring with novel combinations of what?
|
[
"cells",
"phenotypes",
"genes",
"features"
] |
C
|
Relavent Documents:
Document 0:::
Sexual reproduction is a type of reproduction that involves a complex life cycle in which a gamete (haploid reproductive cells, such as a sperm or egg cell) with a single set of chromosomes combines with another gamete to produce a zygote that develops into an organism composed of cells with two sets of chromosomes (diploid). This is typical in animals, though the number of chromosome sets and how that number changes in sexual reproduction varies, especially among plants, fungi, and other eukaryotes.
Sexual reproduction is the most common life cycle in multicellular eukaryotes, such as animals, fungi and plants. Sexual reproduction also occurs in some unicellular eukaryotes. Sexual reproduction does not occur in prokaryotes, unicellular organisms without cell nuclei, such as bacteria and archaea. However, some processes in bacteria, including bacterial conjugation, transformation and transduction, may be considered analogous to sexual reproduction in that they incorporate new genetic information. Some proteins and other features that are key for sexual reproduction may have arisen in bacteria, but sexual reproduction is believed to have developed in an ancient eukaryotic ancestor.
In eukaryotes, diploid precursor cells divide to produce haploid cells in a process called meiosis. In meiosis, DNA is replicated to produce a total of four copies of each chromosome. This is followed by two cell divisions to generate haploid gametes. After the DNA is replicated in meiosis, the homologous chromosomes pair up so that their DNA sequences are aligned with each other. During this period before cell divisions, genetic information is exchanged between homologous chromosomes in genetic recombination. Homologous chromosomes contain highly similar but not identical information, and by exchanging similar but not identical regions, genetic recombination increases genetic diversity among future generations.
During sexual reproduction, two haploid gametes combine into one diploid ce
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Gametogenesis is a biological process by which diploid or haploid precursor cells undergo cell division and differentiation to form mature haploid gametes. Depending on the biological life cycle of the organism, gametogenesis occurs by meiotic division of diploid gametocytes into various gametes, or by mitosis. For example, plants produce gametes through mitosis in gametophytes. The gametophytes grow from haploid spores after sporic meiosis. The existence of a multicellular, haploid phase in the life cycle between meiosis and gametogenesis is also referred to as alternation of generations.
It is the biological process of gametogenesis; cells that are haploid or diploid divide to create other cells. matured haploid gametes. It can take place either through mitosis or meiotic division of diploid gametocytes into different depending on an organism's biological life cycle, gametes. For instance, gametophytes in plants undergo mitosis to produce gametes. Both male and female have different forms.
In animals
Animals produce gametes directly through meiosis from diploid mother cells in organs called gonads (testis in males and ovaries in females). In mammalian germ cell development, sexually dimorphic gametes differentiates into primordial germ cells from pluripotent cells during initial mammalian development. Males and females of a species that reproduce sexually have different forms of gametogenesis:
spermatogenesis (male): Immature germ cells are produced in a man's testes. To mature into sperms, males' immature germ cells, or spermatogonia, go through spermatogenesis during adolescence. Spermatogonia are diploid cells that become larger as they divide through mitosis. These primary spermatocytes. These diploid cells undergo meiotic division to create secondary spermatocytes. These secondary spermatocytes undergo a second meiotic division to produce immature sperms or spermatids. These spermatids undergo spermiogenesis in order to develop into sperm. LH, FSH, GnRH
Document 2:::
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 characteristics are physical traits of an organism (typically of a sexually dimorphic organism) which are indicative of or resultant from biological sexual factors. These include both primary sex characteristics, such as gonads, and secondary sex characteristics.
Humans
In humans, sex organs or primary sexual characteristics, which are those a person is born with, can be distinguished from secondary sex characteristics, which develop later in life, usually during puberty. The development of both is controlled by sex hormones produced by the body after the initial fetal stage where the presence or absence of the Y-chromosome and/or the SRY gene determine development.
Male primary sex characteristics are the penis, the scrotum and the ability to ejaculate when matured. Female primary sex characteristics are the vagina, uterus, fallopian tubes, clitoris, cervix, and the ability to give birth and menstruate when matured.
Hormones that express sexual differentiation in humans include:
estrogens
progesterone
androgens such as testosterone
The following table lists the typical sexual characteristics in humans (even though some of these can also appear in other animals as well):
Other organisms
In invertebrates and plants, hermaphrodites (which have both male and female reproductive organs either at the same time or during their life cycle) are common, and in many cases, the norm.
In other varieties of multicellular life (e.g. the fungi division, Basidiomycota) sexual characteristics can be much more complex, and may involve many more than two sexes. For details on the sexual characteristics of fungi, see: Hypha and Plasmogamy.
Secondary sex characteristics in non-human animals include manes of male lions, long tail feathers of male peafowl, the tusks of male narwhals, enlarged proboscises in male elephant seals and proboscis monkeys, the bright facial and rump coloration of male mandrills, and horns in many goats and antelopes.
See also
Mammalian gesta
Document 4:::
Androdioecy is a reproductive system characterized by the coexistence of males and hermaphrodites. Androdioecy is rare in comparison with the other major reproductive systems: dioecy, gynodioecy and hermaphroditism. In animals, androdioecy has been considered a stepping stone in the transition from dioecy to hermaphroditism, and vice versa.
Androdioecy is sometimes referred to as a mixed breeding system with trioecy and gynodioecy. It is a dimorphic sexual system in plants comparable with gynodioecy and dioecy.
Evolution of androdioecy
The fitness requirements for androdioecy to arise and sustain itself are theoretically so improbable that it was long considered that such systems do not exist. Particularly, males and hermaphrodites have to have the same fitness, in other words the same number of offspring, in order to be maintained. However, males only have offspring by fertilizing eggs or ovules of hermaphrodites, while hermaphrodites have offspring both through fertilizing eggs or ovules of other hermaphrodites and their own ovules. This means that all else being equal, males have to fertilize twice as many eggs or ovules as hermaphrodites to make up for the lack of female reproduction.
Androdioecy can evolve either from hermaphroditic ancestors through the invasion of males or from dioecious ancestors through the invasion of hermaphrodites. The ancestral state is important because conditions under which androdioecy can evolve differ significantly.
Androdioecy with dioecious ancestry
In roundworms, clam shrimp, tadpole shrimp and cancrid shrimps, androdioecy has evolved from dioecy. In these systems, hermaphrodites can only fertilize their own eggs (self-fertilize) and do not mate with other hermaphrodites. Males are the only means of outcrossing. Hermaphrodites may be beneficial in colonizing new habitats, because a single hermaphrodite can generate many other individuals.
In the well-studied roundworm Caenorhabditis elegans, males are very rare and only
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Sexual reproduction is the combination of (usually haploid) reproductive cells from two individuals to form a third (usually diploid) unique offspring. sexual reproduction produces offspring with novel combinations of what?
A. cells
B. phenotypes
C. genes
D. features
Answer:
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|
sciq-1547
|
multiple_choice
|
What is the scientific name of the thighbone, the longest, heaviest, and strongest bone in the body?
|
[
"fibula",
"tibia",
"humerus",
"femur"
] |
D
|
Relavent Documents:
Document 0:::
The human skeleton is the internal framework of the human body. It is composed of around 270 bones at birth – this total decreases to around 206 bones by adulthood after some bones get fused together. The bone mass in the skeleton makes up about 14% of the total body weight (ca. 10–11 kg for an average person) and reaches maximum mass between the ages of 25 and 30. The human skeleton can be divided into the axial skeleton and the appendicular skeleton. The axial skeleton is formed by the vertebral column, the rib cage, the skull and other associated bones. The appendicular skeleton, which is attached to the axial skeleton, is formed by the shoulder girdle, the pelvic girdle and the bones of the upper and lower limbs.
The human skeleton performs six major functions: support, movement, protection, production of blood cells, storage of minerals, and endocrine regulation.
The human skeleton is not as sexually dimorphic as that of many other primate species, but subtle differences between sexes in the morphology of the skull, dentition, long bones, and pelvis exist. In general, female skeletal elements tend to be smaller and less robust than corresponding male elements within a given population. The human female pelvis is also different from that of males in order to facilitate childbirth. Unlike most primates, human males do not have penile bones.
Divisions
Axial
The axial skeleton (80 bones) is formed by the vertebral column (32–34 bones; the number of the vertebrae differs from human to human as the lower 2 parts, sacral and coccygeal bone may vary in length), a part of the rib cage (12 pairs of ribs and the sternum), and the skull (22 bones and 7 associated bones).
The upright posture of humans is maintained by the axial skeleton, which transmits the weight from the head, the trunk, and the upper extremities down to the lower extremities at the hip joints. The bones of the spine are supported by many ligaments. The erector spinae muscles are also supporting an
Document 1:::
The Winquist and Hansen classification is a system of categorizing femoral shaft fractures based upon the degree of comminution.
Classification
Document 2:::
Work
He is an associate professor of anatomy, Department of Anatomy, Howard University College of Medicine (US). He was among the most cited/influential anatomists in 2019.
Books
Single author or co-author books
DIOGO, R. (2021). Meaning of Life, Human Nature and Delusions - How Tales about Love, Sex, Races, Gods and Progress Affect Us and Earth's Splendor. Springer (New York, US).
MONTERO, R., ADESOMO, A. & R. DIOGO (2021). On viruses, pandemics, and us: a developing story [De virus, pandemias y nosotros: una historia en desarollo]. Independently published, Tucuman, Argentina. 495 pages.
DIOGO, R., J. ZIERMANN, J. MOLNAR, N. SIOMAVA & V. ABDALA (2018). Muscles of Chordates: development, homologies and evolution. Taylor & Francis (Oxford, UK). 650 pages.
DIOGO, R., B. SHEARER, J. M. POTAU, J. F. PASTOR, F. J. DE PAZ, J. ARIAS-MARTORELL, C. TURCOTTE, A. HAMMOND, E. VEREECKE, M. VANHOOF, S. NAUWELAERTS & B. WOOD (2017). Photographic and descriptive musculoskeletal atlas of bonobos - with notes on the weight, attachments, variations, and innervation of the muscles and comparisons with common chimpanzees and humans. Springer (New York, US). 259 pages.
DIOGO, R. (2017). Evolution driven by organismal behavior: a unifying view of life, function, form, mismatches and trends. Springer
Document 3:::
This is a list of human anatomy mnemonics, categorized and alphabetized. For mnemonics in other medical specialties, see this list of medical mnemonics. Mnemonics serve as a systematic method for remembrance (not "rembrance") of functionally or sytemically related items within regions of larger fields of study, such as those found in the study of specific areas of human anatomy, such as the bones in the hand, the inner ear, or the foot, or the elements comprising the human biliary system or arterial system.
Bones
Bones of the Upper Limbs
How Rare U Cook Mesquite Pork?
Hurry! Ralph Untie Carol's Mini Pechay
He Races Until Chunky Men Pace
Humerus
Radius
Ulna
Carpal bones
Metacarpal bones
Phalanges
(In order from proximal to distal)
Bones of the Arm
"Ultra Red Hair"
"Ultimate Rave Headquarters
Usually Really Hard
Unemployment Rises High
Ulna
Radius
Humerus
Ulna
Understand
Listen
Name
A bone
Bones of the Hand
"Please Make Cookies"
"Please Massage Chest"
People Make Choices
Phalanges
Metacarpal bones
Carpal bones
(These are in order from the distal end of the fingertips to the wrist)
Carpal bones
Carpal Bones:
Sally Left The Party To Take Cathy Home:
She Looks Too Pretty Try To Catch Her:
Some Lovers Try Positions That They Can't Handle:
Scaphoid, Lunate, Triquetrum, Pisiform, Trapezium, Trapezoid, Capitate, Hamate.
Carpal bones:
So Long To Pinky, Here Comes The Thumb:
Scaphoid, Lunate, Triquetrum, Pisiform, Hamate, Capitate, Trapezoid, Trapezium.
Carpal Bones:
""" T T Table Par Chillate hui Sunny Leone """, , APG-007
Bones of the Phalanges
Damn My Pinky!
Dick Move Pal!
Distance My People
Don't Make Problems
Distal phalanx
Middle phalanx
Proximal phalanx
(From distal to proximal.)
Bones of the head
Cranial Bones
F POETS "Fluffy Puppies On Every Third Street"
Fit People Occasionally Eat Table Salt
Fat People Only Eat Thick Steak
Funny People Over Entertainment Try Songs
Frontal
Parietal
Occipital
Ethmoid
Temporal
Sphenoid
Fraternity
Document 4:::
In human anatomy, the body of femur (or shaft of femur) is the almost cylindrical, long part of the femur. It is a little broader above than in the center, broadest and somewhat flattened from before backward below. It is slightly arched, so as to be convex in front, and concave behind, where it is strengthened by a prominent longitudinal ridge, the linea aspera.
It presents for examination three borders, separating three surfaces.
Of the borders, one, the linea aspera, is posterior, one is medial, and the other, lateral.
Borders
The borders of the femur are the linea aspera, a medial border, and a lateral border.
Linea aspera border
The linea aspera is a prominent longitudinal ridge or crest, on the middle third of the bone, presenting a medial and a lateral lip, and a narrow rough, intermediate line.
Above, the linea aspera is prolonged by three ridges.
The lateral ridge termed the gluteal tuberosity is very rough, and runs almost vertically upward to the base of the greater trochanter. It gives attachment to part of the gluteus maximus: its upper part is often elongated into a roughened crest, on which a more or less well-marked, rounded tubercle, the third trochanter, is occasionally developed.
The intermediate ridge or pectineal line is continued to the base of the lesser trochanter and gives attachment to the pectineus; the medial ridge is lost in the intertrochanteric line; between these two a portion of the iliacus is inserted.
Below, the linea aspera is prolonged into two ridges, enclosing between them a triangular area, the popliteal surface, upon which the popliteal artery rests.
Of these two ridges, the lateral is the more prominent, and descends to the summit of the lateral condyle.
The medial is less marked, especially at its upper part, where it is crossed by the femoral artery.
It ends below at the summit of the medial condyle, in a small tubercle, the adductor tubercle, which affords insertion to the tendon of the adductor magnus.
From t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the scientific name of the thighbone, the longest, heaviest, and strongest bone in the body?
A. fibula
B. tibia
C. humerus
D. femur
Answer:
|
|
sciq-10812
|
multiple_choice
|
Because the masses of subatomic particles are so small, a new unit, called what, was defined?
|
[
"particle mass unit",
"atomic mass unit",
"atomic volume unit",
"nuclear mass unit"
] |
B
|
Relavent Documents:
Document 0:::
The mass recorded by a mass spectrometer can refer to different physical quantities depending on the characteristics of the instrument and the manner in which the mass spectrum is displayed.
Units
The dalton (symbol: Da) is the standard unit that is used for indicating mass on an atomic or molecular scale (atomic mass). The unified atomic mass unit (symbol: u) is equivalent to the dalton. One dalton is approximately the mass of one a single proton or neutron. The unified atomic mass unit has a value of . The amu without the "unified" prefix is an obsolete unit based on oxygen, which was replaced in 1961.
Molecular mass
The molecular mass (abbreviated Mr) of a substance, formerly also called molecular weight and abbreviated as MW, is the mass of one molecule of that substance, relative to the unified atomic mass unit u (equal to 1/12 the mass of one atom of 12C). Due to this relativity, the molecular mass of a substance is commonly referred to as the relative molecular mass, and abbreviated to Mr.
Average mass
The average mass of a molecule is obtained by summing the average atomic masses of the constituent elements. For example, the average mass of natural water with formula H2O is 1.00794 + 1.00794 + 15.9994 = 18.01528 Da.
Mass number
The mass number, also called the nucleon number, is the number of protons and neutrons in an atomic nucleus. The mass number is unique for each isotope of an element and is written either after the element name or as a superscript to the left of an element's symbol. For example, carbon-12 (12C) has 6 protons and 6 neutrons.
Nominal mass
The nominal mass for an element is the mass number of its most abundant naturally occurring stable isotope, and for an ion or molecule, the nominal mass is the sum of the nominal masses of the constituent atoms. Isotope abundances are tabulated by IUPAC: for example carbon has two stable isotopes 12C at 98.9% natural abundance and 13C at 1.1% natural abundance, thus the nominal mass of carbon i
Document 1:::
The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent.
The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent.
See also
Astronomical scale the opposite end of the spectrum
Subatomic particles
Document 2:::
To help compare different orders of magnitude, the following lists describe various mass levels between 10−59 kg and 1052 kg. The least massive thing listed here is a graviton, and the most massive thing is the observable universe. Typically, an object having greater mass will also have greater weight (see mass versus weight), especially if the objects are subject to the same gravitational field strength.
Units of mass
The table at right is based on the kilogram (kg), the base unit of mass in the International System of Units (SI). The kilogram is the only standard unit to include an SI prefix (kilo-) as part of its name. The gram (10−3 kg) is an SI derived unit of mass. However, the names of all SI mass units are based on gram, rather than on kilogram; thus 103 kg is a megagram (106 g), not a *kilokilogram.
The tonne (t) is an SI-compatible unit of mass equal to a megagram (Mg), or 103 kg. The unit is in common use for masses above about 103 kg and is often used with SI prefixes. For example, a gigagram (Gg) or 109 g is 103 tonnes, commonly called a kilotonne.
Other units
Other units of mass are also in use. Historical units include the stone, the pound, the carat, and the grain.
For subatomic particles, physicists use the mass equivalent to the energy represented by an electronvolt (eV). At the atomic level, chemists use the mass of one-twelfth of a carbon-12 atom (the dalton). Astronomers use the mass of the sun ().
The least massive things: below 10−24 kg
Unlike other physical quantities, mass–energy does not have an a priori expected minimal quantity, or an observed basic quantum as in the case of electric charge. Planck's law allows for the existence of photons with arbitrarily low energies. Consequently, there can only ever be an experimental upper bound on the mass of a supposedly massless particle; in the case of the photon, this confirmed upper bound is of the order of = .
10−24 to 10−18 kg
10−18 to 10−12 kg
10−12 to 10−6 kg
10−6 to 1 kg
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The atomic mass (ma or m) is the mass of an atom. Although the SI unit of mass is the kilogram (symbol: kg), atomic mass is often expressed in the non-SI unit dalton (symbol: Da) – equivalently, unified atomic mass unit (u). 1 Da is defined as of the mass of a free carbon-12 atom at rest in its ground state. The protons and neutrons of the nucleus account for nearly all of the total mass of atoms, with the electrons and nuclear binding energy making minor contributions. Thus, the numeric value of the atomic mass when expressed in daltons has nearly the same value as the mass number. Conversion between mass in kilograms and mass in daltons can be done using the atomic mass constant .
The formula used for conversion is:
where is the molar mass constant, is the Avogadro constant, and is the experimentally determined molar mass of carbon-12.
The relative isotopic mass (see section below) can be obtained by dividing the atomic mass ma of an isotope by the atomic mass constant mu yielding a dimensionless value. Thus, the atomic mass of a carbon-12 atom is by definition, but the relative isotopic mass of a carbon-12 atom is simply 12. The sum of relative isotopic masses of all atoms in a molecule is the relative molecular mass.
The atomic mass of an isotope and the relative isotopic mass refers to a certain specific isotope of an element. Because substances are usually not isotopically pure, it is convenient to use the elemental atomic mass which is the average (mean) atomic mass of an element, weighted by the abundance of the isotopes. The dimensionless (standard) atomic weight is the weighted mean relative isotopic mass of a (typical naturally occurring) mixture of isotopes.
The atomic mass of atoms, ions, or atomic nuclei is slightly less than the sum of the masses of their constituent protons, neutrons, and electrons, due to binding energy mass loss (per ).
Relative isotopic mass
Relative isotopic mass (a property of a single atom) is not to be confused w
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The elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 .
In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one.
In the centimetre–gram–second system of units (CGS), the corresponding quantity is .
Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865.
As a unit
In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron.
In other natural unit systems, the unit of charge is defined as with the result that
where is the fine-structure constant, is the speed of light, is
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Because the masses of subatomic particles are so small, a new unit, called what, was defined?
A. particle mass unit
B. atomic mass unit
C. atomic volume unit
D. nuclear mass unit
Answer:
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sciq-10362
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multiple_choice
|
What conducts nerve-like electrical signals that help integrate whole-plant function?
|
[
"the ploem",
"the spicule",
"the stem",
"the stamen"
] |
A
|
Relavent Documents:
Document 0:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
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In biology, electrotropism, also known as galvanotropism, is a kind of tropism which results in growth or migration of an organism, usually a cell, in response to an exogenous electric field. Several types of cells such as nerve cells, muscle cells, fibroblasts, epithelial cells, green algae, spores, and pollen tubes, among others, have been already reported to respond by either growing or migrating in a preferential direction when exposed to an electric field.
Electrotropism in Pollen Tubes
Electrotropism is known to play a role in the control of growth in cells and the development of tissues. By imposing an exogenous electric field, or modifying an endogenous one, a cell or a group of cells can greatly redirect their growth. Pollen tubes, for instance, align their polar growth with respect to an exogenous electric field. It has been observed that cells respond to electric fields as small as 0.1 mV/cell diameter (Note that the average radius of a large cell is in the order of a few micrometers). Electric fields have also been shown to act as directional signals in the repair and regeneration of wounded tissue.
The pollen tube is an excellent model for the understanding of electrotropism and plant cell behavior in general. They are easily cultivated in vitro and have a very dynamic cytoskeleton that polymerizes at very high rates, providing the pollen tube with interesting growth properties. For instance, the pollen tube has an unusual kind of growth; it extends exclusively at its apex. Pollen tubes, as most biological systems, are influenced by electrical stimulus.
Introduction to Electrotropism Experiment in Pollen Tubes
Electrical fields have been shown to influence a gamut of cellular processes and responses. Animals, plants, and bacteria have a range of responses to electrical structures. The electrophysiology in humans consists of the nervous system regulating our actions and behaviors through controlled responses. Action potentials in our nerves and our h
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Plant Physiology is a monthly peer-reviewed scientific journal that covers research on physiology, biochemistry, cellular and molecular biology, genetics, biophysics, and environmental biology of plants. The journal has been published since 1926 by the American Society of Plant Biologists. The current editor-in-chief is Yunde Zhao (University of California San Diego. According to the Journal Citation Reports, the journal has a 2021 impact factor of 8.005.
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A mechanoreceptor is a sensory organ or cell that responds to mechanical stimulation such as touch, pressure, vibration, and sound from both the internal and external environment. Mechanoreceptors are well-documented in animals and are integrated into the nervous system as sensory neurons. While plants do not have nerves or a nervous system like animals, they also contain mechanoreceptors that perform a similar function. Mechanoreceptors detect mechanical stimulus originating from within the plant (intrinsic) and from the surrounding environment (extrinsic). The ability to sense vibrations, touch, or other disturbance is an adaptive response to herbivory and attack so that the plant can appropriately defend itself against harm. Mechanoreceptors can be organized into three levels: molecular, cellular, and organ-level.
Mechanism of sensation
Signal
There is a growing body of knowledge about how mechanoreceptors in plant cells receive information about a mechanical stimulation, but there are many gaps in the current understanding. While a complete model cannot yet be formed, we do know much of what is happening at the plasma membrane.
The plasma membrane is full of membrane proteins and ion channels. One type of ion channel are Mechanosensitive (MS) ion channels. MS channels are different from other membrane proteins in that their primary gating stimulus is force, such that they open conduits for ions to pass through the membrane in response to mechanical stimuli. This system allows physical force to create an ion flux, which then results in signal integration and response (as detailed below). MS channels are hypothesized to be the working mechanism in the perception of gravity, vibration, touch, hyper-osmotic and hypo-osmotic stress, pathogenic invasion, and interaction with commensal microbes. MS channels have been discovered across a diverse array of genera as well as in different plant organs, like leaves and stems, and localize to diverse cellular membranes.
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In botany, a cortex is an outer layer of a stem or root in a vascular plant, lying below the epidermis but outside of the vascular bundles. The cortex is composed mostly of large thin-walled parenchyma cells of the ground tissue system and shows little to no structural differentiation. The outer cortical cells often acquire irregularly thickened cell walls, and are called collenchyma cells.
Plants
Stems and branches
In the three dimensional structure of herbaceous stems, the epidermis, cortex and vascular cambium form concentric cylinders around the inner cylindrical core of pith. Some of the outer cortical cells may contain chloroplasts, giving them a green color. They can therefore produce simple carbohydrates through photosynthesis.
In woody plants, the cortex is located between the periderm (bark) and the vascular tissue (phloem, in particular). It is responsible for the transportation of materials into the central cylinder of the root through diffusion and may also be used for storage of food in the form of starch.
Roots
In the roots of vascular plants, the cortex occupies a larger portion of the organ's volume than in herbaceous stems. The loosely packed cells of root cortex allow movement of water and oxygen in the intercellular spaces.
One of the main functions of the root cortex is to serve as a storage area for reserve foods. The innermost layer of the cortex in the roots of vascular plants is the endodermis. The endodermis is responsible for storing starch as well as regulating the transport of water, ions and plant hormones.
Lichen
On a lichen, the cortex is also the surface layer or "skin" of the nonfruiting part of the body of some lichens. It is the "skin", or outer layer of tissue, that covers the undifferentiated cells of the . Fruticose lichens have one cortex encircling the branches, even flattened, leaf-like forms. Foliose lichens have different upper and lower cortices. Crustose, placodioid, and squamulose lichens have an upper cor
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What conducts nerve-like electrical signals that help integrate whole-plant function?
A. the ploem
B. the spicule
C. the stem
D. the stamen
Answer:
|
|
sciq-4374
|
multiple_choice
|
The theory of evolution by what (and other processes) explains both the diversity of organisms and how populations of organisms change over time?
|
[
"natural selection",
"natural evolution",
"genocide",
"characteristic selection"
] |
A
|
Relavent Documents:
Document 0:::
Tinbergen's four questions, named after 20th century biologist Nikolaas Tinbergen, are complementary categories of explanations for animal behaviour. These are also commonly referred to as levels of analysis. It suggests that an integrative understanding of behaviour must include ultimate (evolutionary) explanations, in particular:
behavioural adaptive functions
phylogenetic history; and the proximate explanations
underlying physiological mechanisms
ontogenetic/developmental history.
Four categories of questions and explanations
When asked about the purpose of sight in humans and animals, even elementary-school children can answer that animals have vision to help them find food and avoid danger (function/adaptation). Biologists have three additional explanations: sight is caused by a particular series of evolutionary steps (phylogeny), the mechanics of the eye (mechanism/causation), and even the process of an individual's development (ontogeny).
This schema constitutes a basic framework of the overlapping behavioural fields of ethology, behavioural ecology, comparative psychology, sociobiology, evolutionary psychology, and anthropology. Julian Huxley identified the first three questions. Niko Tinbergen gave only the fourth question, as Huxley's questions failed to distinguish between survival value and evolutionary history; Tinbergen's fourth question helped resolve this problem.
Evolutionary (ultimate) explanations
First question: Function (adaptation)
Darwin's theory of evolution by natural selection is the only scientific explanation for why an animal's behaviour is usually well adapted for survival and reproduction in its environment. However, claiming that a particular mechanism is well suited to the present environment is different from claiming that this mechanism was selected for in the past due to its history of being adaptive.
The literature conceptualizes the relationship between function and evolution in two ways. On the one hand, function
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The history of life on Earth seems to show a clear trend; for example, it seems intuitive that there is a trend towards increasing complexity in living organisms. More recently evolved organisms, such as mammals, appear to be much more complex than organisms, such as bacteria, which have existed for a much longer period of time. However, there are theoretical and empirical problems with this claim. From a theoretical perspective, it appears that there is no reason to expect evolution to result in any largest-scale trends, although small-scale trends, limited in time and space, are expected (Gould, 1997). From an empirical perspective, it is difficult to measure complexity and, when it has been measured, the evidence does not support a largest-scale trend (McShea, 1996).
History
Many of the founding figures of evolution supported the idea of Evolutionary progress which has fallen from favour, but the work of Francisco J. Ayala and Michael Ruse suggests is still influential.
Hypothetical largest-scale trends
McShea (1998) discusses eight features of organisms that might indicate largest-scale trends in evolution: entropy, energy intensiveness, evolutionary versatility, developmental depth, structural depth, adaptedness, size, complexity. He calls these "live hypotheses", meaning that trends in these features are currently being considered by evolutionary biologists. McShea observes that the most popular hypothesis, among scientists, is that there is a largest-scale trend towards increasing complexity.
Evolutionary theorists agree that there are local trends in evolution, such as increasing brain size in hominids, but these directional changes do not persist indefinitely, and trends in opposite directions also occur (Gould, 1997). Evolution causes organisms to adapt to their local environment; when the environment changes, the direction of the trend may change. The question of whether there is evolutionary progress is better formulated as the question of whether
Document 2:::
Evolutionary biology is the subfield of biology that studies the evolutionary processes (natural selection, common descent, speciation) that produced the diversity of life on Earth. It is also defined as the study of the history of life forms on Earth. Evolution holds that all species are related and gradually change over generations. In a population, the genetic variations affect the phenotypes (physical characteristics) of an organism. These changes in the phenotypes will be an advantage to some organisms, which will then be passed onto their offspring. Some examples of evolution in species over many generations are the peppered moth and flightless birds. In the 1930s, the discipline of evolutionary biology emerged through what Julian Huxley called the modern synthesis of understanding, from previously unrelated fields of biological research, such as genetics and ecology, systematics, and paleontology.
The investigational range of current research has widened to encompass the genetic architecture of adaptation, molecular evolution, and the different forces that contribute to evolution, such as sexual selection, genetic drift, and biogeography. Moreover, the newer field of evolutionary developmental biology ("evo-devo") investigates how embryogenesis is controlled, thus yielding a wider synthesis that integrates developmental biology with the fields of study covered by the earlier evolutionary synthesis.
Subfields
Evolution is the central unifying concept in biology. Biology can be divided into various ways. One way is by the level of biological organization, from molecular to cell, organism to population. Another way is by perceived taxonomic group, with fields such as zoology, botany, and microbiology, reflecting what was once seen as the major divisions of life. A third way is by approaches, such as field biology, theoretical biology, experimental evolution, and paleontology. These alternative ways of dividing up the subject have been combined with evolution
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Günter P. Wagner (born May 28, 1954 in Vienna, Austria) is an Austrian-born evolutionary biologist who is Professor of Ecology and Evolutionary biology at Yale University, and head of the Wagner Lab.
Education and training
After undergraduate education in chemical engineering, Wagner studied zoology and mathematical logic at the University of Vienna, Austria. During his graduate study, Wagner worked with the Viennese zoologist Rupert Riedl and the theoretical chemist Peter Schuster, and finished his PhD in theoretical population genetics in 1979. Wagner conducted postdoctoral research at Max Planck Institutes in Göttingen and Tübingen, as well as at the University of Göttingen.
Wagner began his academic career as assistant professor in the Theoretical Biology Department of the University of Vienna in 1985. In 1991, he moved to Yale University as a full professor of biology and has served as the first chair of Yale's Department of Ecology and Evolution from 1997 2002 and then from 2005 to 2008.
Work
The focus of Wagner's work is on the evolution of complex characters. His research utilizes both the theoretical tools of population genetics as well as experimental approaches in evolutionary developmental biology. Wagner has contributed substantially to the current understanding of evolvability of complex organisms, the origin of novel characters, and modularity.
Population genetics
Wagner's early work was focused on mathematical population genetics. Together with the mathematician Reinhard Bürger at the University of Vienna, he contributed to the theory of mutation–selection balance and the evolution of dominance modifiers. Later Wagner shifted his focus on issues of the evolution of variational properties like canalization and modularity. He introduced the seminal distinction between variation and variability, the former describing the actually existing differences among individuals while the latter measures the tendency to vary, as measured in mutation rate and m
Document 4:::
The Altenberg Workshops in Theoretical Biology are expert meetings focused on a key issue of biological theory, hosted by the Konrad Lorenz Institute for Evolution and Cognition Research (KLI) since 1996. The workshops are organized by leading experts in their field, who invite a group of international top level scientists as participants for a 3-day working meeting in the Lorenz Mansion at Altenberg near Vienna, Austria. By this procedure the KLI intends to generate new conceptual advances and research initiatives in the biosciences, which, due to their explicit interdisciplinary nature, are attractive to a wide variety of scientists from practically all fields of biology and the neighboring disciplines.
Workshops and their topics
Cultural Niche Construction. Organized by Kevin Laland and Mike O´Brien. September 2011
Strategic Interaction in Humans and Other Animals. Organized by Simon Huttegger and Brain Skyrms. September 2011
The Meaning of "Theory" in Biology. Organized by Massimo Pigliucci, Kim Sterelny, and Werner Callebaut. June 2011
Biological and Physical Constraints on the Evolution of Form in Plants and Animals. Organized by Jeffrey H. Schwartz and Bruno Maresca. September 2010
Scaffolding in Evolution, Culture, and Cognition. Organized by Linnda Caporael, James Griesemer, and William Wimsatt. July 2010
Models of Man for Evolutionary Economics. Organized by Werner Callebaut, Christophe Heintz, and Luigi Marengo. September 2009
Human EvoDevo: The Role of Development in Human Evolution. Organized by Philipp Gunz and Philipp Mitteroecker. September 2009
Origins of EvoDevo - A tribute to Pere Alberch. Organized by Gerd B. Müller and Diego Rasskin-Gutman. September 2008
Measuring Biology - Quantitative Methods: Past and Future. Organized by Fred L. Bookstein and Katrin Schäfer. September 2008
Toward an Extended Evolutionary Synthesis Organized by Massimo Pigliucci and Gerd B. Müller. July 2008
Innovation in Cultural Systems - Contributions from Evolutionary A
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The theory of evolution by what (and other processes) explains both the diversity of organisms and how populations of organisms change over time?
A. natural selection
B. natural evolution
C. genocide
D. characteristic selection
Answer:
|
|
sciq-9212
|
multiple_choice
|
During the typical human female ovulation cycles, how many eggs are released?
|
[
"one",
"four",
"two",
"three"
] |
A
|
Relavent Documents:
Document 0:::
Induced ovulation is when a female animal ovulates due to an externally-derived stimulus during, or just prior to, mating, rather than ovulating cyclically or spontaneously. Stimuli causing induced ovulation include the physical act of coitus or mechanical stimulation simulating this, sperm and pheromones.
Ovulation occurs at the ovary surface and is described as the process in which an oocyte (female germ cell) is released from the follicle. Ovulation is a non-deleterious 'inflammatory response' which is initiated by a luteinizing hormone (LH) surge. The mechanism of ovulation varies between species. In humans the ovulation process occurs around day 14 of the menstrual cycle, this can also be referred to as 'cyclical spontaneous ovulation'. However the monthly menstruation process is typically linked to humans and primates, all other animal species ovulate by various other mechanisms.
Spontaneous ovulation is the ovulatory process in which the maturing ovarian follicles secrete ovarian steroids to generate pulsatile GnRH (the neuropeptide which controls all vertebrate reproductive function) release into the median eminence (the area which connects the hypothalamus to the anterior pituitary gland) to ultimately cause a pre-ovulatory LH surge. Spontaneously ovulating species go through menstrual cycles and are fertile at certain times based on what part of the cycle they are in. Species in which the females are spontaneous ovulators include rats, mice, guinea pigs, horse, pigs, sheep, monkeys, and humans.
Induced ovulation is the process in which the pre-ovulatory LH surge and therefore ovulation is induced by some component of coitus e.g. receipt of genital stimulation. Usually, spontaneous steroid-induced LH surges are not observed in induced ovulator species throughout their reproductive cycles, which indicates that GnRH release is absent or reduced due to lack of positive feedback action from steroid hormones. However, by contradiction, some spontaneously ovu
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The human reproductive system includes the male reproductive system which functions to produce and deposit sperm; and the female reproductive system which functions to produce egg cells, and to protect and nourish the fetus until birth. Humans have a high level of sexual differentiation. In addition to differences in nearly every reproductive organ, there are numerous differences in typical secondary sex characteristics.
Human reproduction usually involves internal fertilization by sexual intercourse. In this process, the male inserts his penis into the female's vagina and ejaculates semen, which contains sperm. A small proportion of the sperm pass through the cervix into the uterus, and then into the fallopian tubes for fertilization of the ovum. Only one sperm is required to fertilize the ovum. Upon successful fertilization, the fertilized ovum, or zygote, travels out of the fallopian tube and into the uterus, where it implants in the uterine wall. This marks the beginning of gestation, better known as pregnancy, which continues for around nine months as the fetus develops. When the fetus has developed to a certain point, pregnancy is concluded with childbirth, involving labor. During labor, the muscles of the uterus contract and the cervix dilates over the course of hours, and the baby passes out of the vagina. Human infants are completely dependent on their caregivers, and require high levels of parental care. Infants rely on their caregivers for comfort, cleanliness, and food. Food may be provided by breastfeeding or formula feeding.
Structure
Female
The human female reproductive system is a series of organs primarily located inside the body and around the pelvic region of a female that contribute towards the reproductive process. The human female reproductive system contains three main parts: the vulva, which leads to the vagina, the vaginal opening, to the uterus; the uterus, which holds the developing fetus; and the ovaries, which produce the female's o
Document 2:::
Ovum quality is the measure of the ability of an oocyte (the female gamete) to achieve successful fertilisation. The quality is determined by the maturity of the oocyte and the cells that it comprises, which are susceptible to various factors which impact quality and thus reproductive success. This is of significance as an embryo's development is more heavily reliant on the oocyte in comparison to the sperm.
Factors
Age
Advanced maternal age represents a significant consideration for ovum health, and is currently regarded as the largest risk factor underlying instances of aneuploidy in human populations. The mechanisms by which ovum health degenerates with age are incompletely understood. Extended meiotic arrest, a decline in mitochondrial function, and oxidative stress are key factors associated with ageing that are damaging to oocyte quality, identified in studies utilising both human and animal oocytes.
Meiotic arrest and loss of cohesion
The formation of human gametes involves two separation events, known distinctly as Meiosis I, in which paired homologous chromosomes are separated, and Meiosis II, in which sister chromatids are divided. Meiosis I is a slightly elongated process, during which homologous chromosomes align, pair, and recombine.
While male gametes (sperm) are continuously produced throughout life, the female ovarian reserve is fully formed during early development. Oocytes (but not spermatocytes) then undergo a prolonged arrest at the end of diplotene, until meiosis resumes at the beginning of the menstrual cycle. It is during this prolonged arrest that age-dependent changes or deterioration may occur.
During the oocyte's prolonged arrest, chromosomes exist as bivalents. This means that homologous chromosomes have paired, and are being held together by chiasmata (the physical crossovers between chromosome arms). The cohesin complex, a ring like structure associated with sister chromatids, helps to hold them in close proximity, therefore gene
Document 3:::
The egg cell, or ovum (: ova), is the female reproductive cell, or gamete, in most anisogamous organisms (organisms that reproduce sexually with a larger, female gamete and a smaller, male one). The term is used when the female gamete is not capable of movement (non-motile). If the male gamete (sperm) is capable of movement, the type of sexual reproduction is also classified as oogamous. A nonmotile female gamete formed in the oogonium of some algae, fungi, oomycetes, or bryophytes is an oosphere. When fertilized the oosphere becomes the oospore.
When egg and sperm fuse during fertilisation, a diploid cell (the zygote) is formed, which rapidly grows into a new organism.
History
While the non-mammalian animal egg was obvious, the doctrine ex ovo omne vivum ("every living [animal comes from] an egg"), associated with William Harvey (1578–1657), was a rejection of spontaneous generation and preformationism as well as a bold assumption that mammals also reproduced via eggs. Karl Ernst von Baer discovered the mammalian ovum in 1827. The fusion of spermatozoa with ova (of a starfish) was observed by Oskar Hertwig in 1876.
Animals
In animals, egg cells are also known as ova (singular ovum, from the Latin word meaning 'egg'). The term ovule in animals is used for the young ovum of an animal. In vertebrates, ova are produced by female gonads (sex glands) called ovaries. A number of ova are present at birth in mammals and mature via oogenesis.
Studies performed on humans, dogs, and cats in the 1870s suggested that the production of oocytes (immature egg cells) stops at or shortly after birth. A review of reports from 1900 to 1950 by zoologist Solomon Zuckerman cemented the belief that females have a finite number of oocytes that are formed before they are born. This dogma has been challenged by a number of studies since 2004. Several studies suggest that ovarian stem cells exist within the mammalian ovary. Whether or not mature mammals can actually create new egg cells
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
During the typical human female ovulation cycles, how many eggs are released?
A. one
B. four
C. two
D. three
Answer:
|
|
sciq-4058
|
multiple_choice
|
During which process in bacteria do the chromosome replicates and the two daughter chromosomes actively move apart?
|
[
"matter fission",
"function fission",
"secondary fission",
"binary fission"
] |
D
|
Relavent Documents:
Document 0:::
Chromosome segregation is the process in eukaryotes by which two sister chromatids formed as a consequence of DNA replication, or paired homologous chromosomes, separate from each other and migrate to opposite poles of the nucleus. This segregation process occurs during both mitosis and meiosis. Chromosome segregation also occurs in prokaryotes. However, in contrast to eukaryotic chromosome segregation, replication and segregation are not temporally separated. Instead segregation occurs progressively following replication.
Mitotic chromatid segregation
During mitosis chromosome segregation occurs routinely as a step in cell division (see mitosis diagram). As indicated in the mitosis diagram, mitosis is preceded by a round of DNA replication, so that each chromosome forms two copies called chromatids. These chromatids separate to opposite poles, a process facilitated by a protein complex referred to as cohesin. Upon proper segregation, a complete set of chromatids ends up in each of two nuclei, and when cell division is completed, each DNA copy previously referred to as a chromatid is now called a chromosome.
Meiotic chromosome and chromatid segregation
Chromosome segregation occurs at two separate stages during meiosis called anaphase I and anaphase II (see meiosis diagram). In a diploid cell there are two sets of homologous chromosomes of different parental origin (e.g. a paternal and a maternal set). During the phase of meiosis labeled “interphase s” in the meiosis diagram there is a round of DNA replication, so that each of the chromosomes initially present is now composed of two copies called chromatids. These chromosomes (paired chromatids) then pair with the homologous chromosome (also paired chromatids) present in the same nucleus (see prophase I in the meiosis diagram). The process of alignment of paired homologous chromosomes is called synapsis (see Synapsis). During synapsis, genetic recombination usually occurs. Some of the recombination even
Document 1:::
A kinetochore (, ) is a disc-shaped protein structure associated with duplicated chromatids in eukaryotic cells where the spindle fibers attach during cell division to pull sister chromatids apart. The kinetochore assembles on the centromere and links the chromosome to microtubule polymers from the mitotic spindle during mitosis and meiosis. The term kinetochore was first used in a footnote in a 1934 Cytology book by Lester W. Sharp and commonly accepted in 1936. Sharp's footnote reads: "The convenient term kinetochore (= movement place) has been suggested to the author by J. A. Moore", likely referring to John Alexander Moore who had joined Columbia University as a freshman in 1932.
Monocentric organisms, including vertebrates, fungi, and most plants, have a single centromeric region on each chromosome which assembles a single, localized kinetochore. Holocentric organisms, such as nematodes and some plants, assemble a kinetochore along the entire length of a chromosome.
Kinetochores start, control, and supervise the striking movements of chromosomes during cell division. During mitosis, which occurs after the amount of DNA is doubled in each chromosome (while maintaining the same number of chromosomes) in S phase, two sister chromatids are held together by a centromere. Each chromatid has its own kinetochore, which face in opposite directions and attach to opposite poles of the mitotic spindle apparatus. Following the transition from metaphase to anaphase, the sister chromatids separate from each other, and the individual kinetochores on each chromatid drive their movement to the spindle poles that will define the two new daughter cells. The kinetochore is therefore essential for the chromosome segregation that is classically associated with mitosis and meiosis.
Structure of Kinetochore
The kinetochore contains two regions:
an inner kinetochore, which is tightly associated with the centromere DNA and assembled in a specialized form of chromatin that persists t
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Interkinesis or interphase II is a period of rest that cells of some species enter during meiosis between meiosis I and meiosis II. No DNA replication occurs during interkinesis; however, replication does occur during the interphase I stage of meiosis (See meiosis I). During interkinesis, the spindles of the first meiotic division disassembles and the microtubules reassemble into two new spindles for the second meiotic division. Interkinesis follows telophase I; however, many plants skip telophase I and interkinesis, going immediately into prophase II. Each chromosome still consists of two chromatids. In this stage other organelle number may also increase.
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Biorientation is the phenomenon whereby microtubules emanating from different microtubule organizing centres (MTOCs) attach to kinetochores of sister chromatids. This results in the sister chromatids moving to opposite poles of the cell during cell division, and thus results in both daughter cells having the same genetic information.
Kinetochores link the chromosomes to the mitotic spindle - doing so relies on intricate interactions between microtubules and kinetochores. It has been shown that, in fission yeast, microtubule attachment can make frequent erroneous attachments early in mitosis, which are then often corrected prior to anaphase onset by a system which uses protein kinase to affect kinetochore microtubules in the absence of astriction between sister chromatids.
Proper biorientation allows correct chromosomal segregation in cell division. Although this process is not well understood, high-resolution imaging of live mouse oocytes has revealed that chromosomes form an intermediate chromosomal configuration, called the prometaphase belt, which occurs prior to biorientation. Kitajima, et al. estimate that about 90% of chromosomes require correction of the kinetochore-microtubule attachments (using Aurora kinase )prior to obtaining correct biorientation. This suggests a possible cause for the elevated frequency of abnormal chromosome counts (aneuploidy) in mammals.
Several methods are postulated by which chromosomes biorient when they are located far from the pole with which they need to connect. One mechanism involves the kinetochore meeting microtubules from the distal pole. Another method described is based on observations that the kinetochore of one pole-oriented chromosome attaches to kinetochore fibers of an already bioriented chromosome. These two mechanisms possibly work in concert - certain chromosomes may biorient via encounters with microtubules from distal poles, which is then followed by kinetochore fibers that speed up biorientation with alrea
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
During which process in bacteria do the chromosome replicates and the two daughter chromosomes actively move apart?
A. matter fission
B. function fission
C. secondary fission
D. binary fission
Answer:
|
|
sciq-9765
|
multiple_choice
|
What is needed to create muscles, regulate chemical reactions, and transport oxygen?
|
[
"enzymes",
"cytoplasm",
"lipids",
"proteins"
] |
D
|
Relavent Documents:
Document 0:::
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
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Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
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In molecular biology, biosynthesis is a multi-step, enzyme-catalyzed process where substrates are converted into more complex products in living organisms. In biosynthesis, simple compounds are modified, converted into other compounds, or joined to form macromolecules. This process often consists of metabolic pathways. Some of these biosynthetic pathways are located within a single cellular organelle, while others involve enzymes that are located within multiple cellular organelles. Examples of these biosynthetic pathways include the production of lipid membrane components and nucleotides. Biosynthesis is usually synonymous with anabolism.
The prerequisite elements for biosynthesis include: precursor compounds, chemical energy (e.g. ATP), and catalytic enzymes which may need coenzymes (e.g. NADH, NADPH). These elements create monomers, the building blocks for macromolecules. Some important biological macromolecules include: proteins, which are composed of amino acid monomers joined via peptide bonds, and DNA molecules, which are composed of nucleotides joined via phosphodiester bonds.
Properties of chemical reactions
Biosynthesis occurs due to a series of chemical reactions. For these reactions to take place, the following elements are necessary:
Precursor compounds: these compounds are the starting molecules or substrates in a reaction. These may also be viewed as the reactants in a given chemical process.
Chemical energy: chemical energy can be found in the form of high energy molecules. These molecules are required for energetically unfavorable reactions. Furthermore, the hydrolysis of these compounds drives a reaction forward. High energy molecules, such as ATP, have three phosphates. Often, the terminal phosphate is split off during hydrolysis and transferred to another molecule.
Catalysts: these may be for example metal ions or coenzymes and they catalyze a reaction by increasing the rate of the reaction and lowering the activation energy.
In the sim
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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 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is needed to create muscles, regulate chemical reactions, and transport oxygen?
A. enzymes
B. cytoplasm
C. lipids
D. proteins
Answer:
|
|
sciq-1921
|
multiple_choice
|
A mass suspended by a wire is a simple type of what and undergoes simple harmonic motion for amplitudes less than about 15 degrees?
|
[
"pendulum",
"weight",
"variation",
"gravity"
] |
A
|
Relavent Documents:
Document 0:::
A pendulum is a body suspended from a fixed support so that it swings freely back and forth under the influence of gravity. When a pendulum is displaced sideways from its resting, equilibrium position, it is subject to a restoring force due to gravity that will accelerate it back toward the equilibrium position. When released, the restoring force acting on the pendulum's mass causes it to oscillate about the equilibrium position, swinging it back and forth. The mathematics of pendulums are in general quite complicated. Simplifying assumptions can be made, which in the case of a simple pendulum allow the equations of motion to be solved analytically for small-angle oscillations.
Simple gravity pendulum
A simple gravity pendulum is an idealized mathematical model of a real pendulum. This is a weight (or bob) on the end of a massless cord suspended from a pivot, without friction. Since in this model there is no frictional energy loss, when given an initial displacement it will swing back and forth at a constant amplitude. The model is based on these assumptions:
The rod or cord on which the bob swings is massless, inextensible and always remains taut.
The bob is a point mass.
Motion occurs only in two dimensions, i.e. the bob does not trace an ellipse but an arc.
The motion does not lose energy to friction or air resistance.
The gravitational field is uniform.
The support does not move.
The differential equation which represents the motion of a simple pendulum is
where is the magnitude of the gravitational field, is the length of the rod or cord, and is the angle from the vertical to the pendulum.
Small-angle approximation
The differential equation given above is not easily solved, and there is no solution that can be written in terms of elementary functions. However, adding a restriction to the size of the oscillation's amplitude gives a form whose solution can be easily obtained. If it is assumed that the angle is much less than 1 radian (often cite
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First demonstrated by Prof Edwin Henry Barton FRS FRSE (1858–1925), Professor of Physics at University College, Nottingham, who had a particular interest in the movement and behavior of spherical bodies, the Barton's pendulums experiment demonstrates the physical phenomenon of resonance and the response of pendulums to vibration at, below and above their resonant frequencies. In its simplest construction, approximately 10 different pendulums are hung from one common string. This system vibrates at the resonance frequency of a driver pendulum, causing the target pendulum to swing with the maximum amplitude. The other pendulums to the side do not move as well, thus demonstrating how torquing a pendulum at its resonance frequency is most efficient.
The driver may be a very heavy pendulum also attached to this common string; the driver is set to swing and move the whole system.
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) 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:::
In a real spring–mass system, the spring has a non-negligible mass . Since not all of the spring's length moves at the same velocity as the suspended mass (for example the point completely opposed to the mass , at the other end of the spring, is not moving at all), its kinetic energy is not equal to . As such, cannot be simply added to to determine the frequency of oscillation, and the effective mass of the spring, , is defined as the mass that needs to be added to to correctly predict the behavior of the system.
Uniform spring (homogeneous)
The effective mass of the spring in a spring-mass system when using a heavy spring (non-ideal) of uniform linear density is of the mass of the spring and is independent of the direction of the spring-mass system (i.e., horizontal, vertical, and oblique systems all have the same effective mass). This is because external acceleration does not affect the period of motion around the equilibrium point.
The effective mass of the spring can be determined by finding its kinetic energy. For a differential mass element of the spring at a position (dummy variable) moving with a speed , its kinetic energy is:
In order to find the spring's total kinetic energy, it requires adding all the mass elements' kinetic energy, and requires the following integral:
If one assumes a homogeneous stretching, the spring's mass distribution is uniform, , where is the length of the spring at the time of measuring the speed. Hence,
The velocity of each mass element of the spring is directly proportional to length from the position where it is attached (if near to the block then more velocity, and if near to the ceiling then less velocity), i.e. , from which it follows:
Comparing to the expected original kinetic energy formula the effective mass of spring in this case is . This result is known as Rayleigh's value, after Lord Rayleigh.
To find the gravitational potential energy of the spring, one follows a similar procedure:
Using this re
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A mass suspended by a wire is a simple type of what and undergoes simple harmonic motion for amplitudes less than about 15 degrees?
A. pendulum
B. weight
C. variation
D. gravity
Answer:
|
|
sciq-6574
|
multiple_choice
|
Programmed cell death is also known as?
|
[
"sepsis",
"suicide",
"apoptosis",
"necrosis"
] |
C
|
Relavent Documents:
Document 0:::
Standards for the identification of cell death have changed. Cell death used to be defined and described based on morphology. Now there is a switch in classifying it basing on molecular and genetic definitions. This description is more functional and applies to both in vitro and in vivo, so cell death subroutines are now described by a series of precise, measurable, biochemical features. A set of recommendations for describing the terminology of cell death was proposed by the Nomenclature Committee on Cell Death (NCCD) in 2009, because misusing words and concepts may slow down progress in the area of cell death research.
The classic definition of death defines it as a state characterized by the cessation of signs of life. It is when a cell has lost the integrity of its plasma membrane and/or has undergone complete disintegration, including its nucleus, and/or its fragments have been engulfed by a neighboring cell in vivo. It is caused by an irreversible functional imbalance and collapse of the internal organization of a system. The role of cell death is the maintenance of tissue and organ homeostasis , for example, the regular loss of skin cells or a more active role seen in involuting tissues like the thymus.
Cells die either by accident or design. In fact there are two mechanisms of cell death; necrosis and apoptosis (apoptosis in invertebrates is called cell deletion). Dying cells are engaged in a process that is reversible until a first irreversible phase or "point-of-no-return" is trespassed.
Necrosis is an unprogrammed death of cells, which involves early plasma membrane changes leading to loss of calcium and sodium imbalance. This causes acidosis, osmotic shock, clumping of chromatin and nuclear pyknosis. These changes are accompanied by a loss of oxidative phosphorylation, a drop in ATP production, and a loss of homeostatic capability. There are also mitochondrial changes which include calcium overload and activation of phospholipases leading to membran
Document 1:::
Cell death is the event of a biological cell ceasing to carry out its functions. This may be the result of the natural process of old cells dying and being replaced by new ones, as in programmed cell death, or may result from factors such as diseases, localized injury, or the death of the organism of which the cells are part. Apoptosis or Type I cell-death, and autophagy or Type II cell-death are both forms of programmed cell death, while necrosis is a non-physiological process that occurs as a result of infection or injury.
Programmed cell death
Programmed cell death (PCD) is cell death mediated by an intracellular program. PCD is carried out in a regulated process, which usually confers advantage during an organism's life-cycle. For example, the differentiation of fingers and toes in a developing human embryo occurs because cells between the fingers apoptose; the result is that the digits separate. PCD serves fundamental functions during both plant and metazoa (multicellular animals) tissue development.
Apoptosis
Apoptosis is the processor of programmed cell death (PCD) that may occur in multicellular organisms. Biochemical events lead to characteristic cell changes (morphology) and death. These changes include blebbing, cell shrinkage, nuclear fragmentation, chromatin condensation, and chromosomal DNA fragmentation. It is now thought that – in a developmental context – cells are induced to positively commit suicide whilst in a homeostatic context; the absence of certain survival factors may provide the impetus for suicide. There appears to be some variation in the morphology and indeed the biochemistry of these suicide pathways; some treading the path of "apoptosis", others following a more generalized pathway to deletion, but both usually being genetically and synthetically motivated. There is some evidence that certain symptoms of "apoptosis" such as endonuclease activation can be spuriously induced without engaging a genetic cascade, however, presumably
Document 2:::
Cell Death & Differentiation is a peer-reviewed academic journal published by Nature Research.
Abstracted in
Document 3:::
In cellular neuroscience, chromatolysis is the dissolution of the Nissl bodies in the cell body of a neuron. It is an induced response of the cell usually triggered by axotomy, ischemia, toxicity to the cell, cell exhaustion, virus infections, and hibernation in lower vertebrates. Neuronal recovery through regeneration can occur after chromatolysis, but most often it is a precursor of apoptosis. The event of chromatolysis is also characterized by a prominent migration of the nucleus towards the periphery of the cell and an increase in the size of the nucleolus, nucleus, and cell body. The term "chromatolysis" was initially used in the 1940s to describe the observed form of cell death characterized by the gradual disintegration of nuclear components; a process which is now called apoptosis. Chromatolysis is still used as a term to distinguish the particular apoptotic process in the neuronal cells, where Nissl substance disintegrates.
History
In 1885, researcher Walther Flemming described dying cells in degenerating mammalian ovarian follicles. The cells showed variable stages of pyknotic chromatin. These stages included chromatin condensation, which Flemming described as "half-moon" shaped and appearing as "chromatin balls," or structures resembling large, smooth, and round electron-dense chromatin masses. Other stages included cell fractionation into smaller bodies. Flemming named this degenerative process "chromatolysis" to describe the gradual disintegration of nuclear components. The process he described now fits with the relatively new term, apoptosis, to describe cell death.
Around the same time of Flemming's research, chromatolysis was also studied in the lactating mammary glands and in breast cancer cells. From observing the regression of ovarian follicles in mammals, it was argued that a necessary cellular process existed to counterbalance the proliferation of cells by mitosis. At this time, chromatolysis was proposed to play a major role in this ph
Document 4:::
This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year.
Lecturers
Source: ASCB
See also
List of biology awards
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Programmed cell death is also known as?
A. sepsis
B. suicide
C. apoptosis
D. necrosis
Answer:
|
|
sciq-4397
|
multiple_choice
|
Which theory helps predict future events in weather?
|
[
"carbon change theory",
"expected change theory",
"climate change theory",
"future weather theory"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
This is a list of meteorology topics. The terms relate to meteorology, the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting. (see also: List of meteorological phenomena)
A
advection
aeroacoustics
aerobiology
aerography (meteorology)
aerology
air parcel (in meteorology)
air quality index (AQI)
airshed (in meteorology)
American Geophysical Union (AGU)
American Meteorological Society (AMS)
anabatic wind
anemometer
annular hurricane
anticyclone (in meteorology)
apparent wind
Atlantic Oceanographic and Meteorological Laboratory (AOML)
Atlantic hurricane season
atmometer
atmosphere
Atmospheric Model Intercomparison Project (AMIP)
Atmospheric Radiation Measurement (ARM)
(atmospheric boundary layer [ABL]) planetary boundary layer (PBL)
atmospheric chemistry
atmospheric circulation
atmospheric convection
atmospheric dispersion modeling
atmospheric electricity
atmospheric icing
atmospheric physics
atmospheric pressure
atmospheric sciences
atmospheric stratification
atmospheric thermodynamics
atmospheric window (see under Threats)
B
ball lightning
balloon (aircraft)
baroclinity
barotropity
barometer ("to measure atmospheric pressure")
berg wind
biometeorology
blizzard
bomb (meteorology)
buoyancy
Bureau of Meteorology (in Australia)
C
Canada Weather Extremes
Canadian Hurricane Centre (CHC)
Cape Verde-type hurricane
capping inversion (in meteorology) (see "severe thunderstorms" in paragraph 5)
carbon cycle
carbon fixation
carbon flux
carbon monoxide (see under Atmospheric presence)
ceiling balloon ("to determine the height of the base of clouds above ground level")
ceilometer ("to determine the height of a cloud base")
celestial coordinate system
celestial equator
celestial horizon (rational horizon)
celestial navigation (astronavigation)
celestial pole
Celsius
Center for Analysis and Prediction of Storms (CAPS) (in Oklahoma in the US)
Center for the Study o
Document 2:::
Numerical weather prediction (NWP) uses mathematical models of the atmosphere and oceans to predict the weather based on current weather conditions. Though first attempted in the 1920s, it was not until the advent of computer simulation in the 1950s that numerical weather predictions produced realistic results. A number of global and regional forecast models are run in different countries worldwide, using current weather observations relayed from radiosondes, weather satellites and other observing systems as inputs.
Mathematical models based on the same physical principles can be used to generate either short-term weather forecasts or longer-term climate predictions; the latter are widely applied for understanding and projecting climate change. The improvements made to regional models have allowed significant improvements in tropical cyclone track and air quality forecasts; however, atmospheric models perform poorly at handling processes that occur in a relatively constricted area, such as wildfires.
Manipulating the vast datasets and performing the complex calculations necessary to modern numerical weather prediction requires some of the most powerful supercomputers in the world. Even with the increasing power of supercomputers, the forecast skill of numerical weather models extends to only about six days. Factors affecting the accuracy of numerical predictions include the density and quality of observations used as input to the forecasts, along with deficiencies in the numerical models themselves. Post-processing techniques such as model output statistics (MOS) have been developed to improve the handling of errors in numerical predictions.
A more fundamental problem lies in the chaotic nature of the partial differential equations that describe the atmosphere. It is impossible to solve these equations exactly, and small errors grow with time (doubling about every five days). Present understanding is that this chaotic behavior limits accurate forecasts to ab
Document 3:::
In atmospheric science, an atmospheric model is a mathematical model constructed around the full set of primitive, dynamical equations which govern atmospheric motions. It can supplement these equations with parameterizations for turbulent diffusion, radiation, moist processes (clouds and precipitation), heat exchange, soil, vegetation, surface water, the kinematic effects of terrain, and convection. Most atmospheric models are numerical, i.e. they discretize equations of motion. They can predict microscale phenomena such as tornadoes and boundary layer eddies, sub-microscale turbulent flow over buildings, as well as synoptic and global flows. The horizontal domain of a model is either global, covering the entire Earth, or regional (limited-area), covering only part of the Earth. The different types of models run are thermotropic, barotropic, hydrostatic, and nonhydrostatic. Some of the model types make assumptions about the atmosphere which lengthens the time steps used and increases computational speed.
Forecasts are computed using mathematical equations for the physics and dynamics of the atmosphere. These equations are nonlinear and are impossible to solve exactly. Therefore, numerical methods obtain approximate solutions. Different models use different solution methods. Global models often use spectral methods for the horizontal dimensions and finite-difference methods for the vertical dimension, while regional models usually use finite-difference methods in all three dimensions. For specific locations, model output statistics use climate information, output from numerical weather prediction, and current surface weather observations to develop statistical relationships which account for model bias and resolution issues.
Types
The main assumption made by the thermotropic model is that while the magnitude of the thermal wind may change, its direction does not change with respect to height, and thus the baroclinicity in the atmosphere can be simulated usi
Document 4:::
PERSIANN, "Precipitation Estimation from Remotely Sensed Information using Artificial Neural Networks", is a satellite-based precipitation retrieval algorithm that provides near real-time rainfall information. The algorithm uses infrared (IR) satellite data from global geosynchronous satellites as the primary source of precipitation information. Precipitation from IR images is based on statistical relationship between cloud top temperature and precipitation rates. The IR-based precipitation estimates are then calibrated using satellite microwave data available from low Earth orbit satellites (e.g., Tropical Rainfall Measuring Mission Microwave Imager, Special Sensor Microwave Imager, Advanced Microwave Scanning Radiometer‐Earth observing system). The calibration technique relies on an adaptive training algorithm that updates the retrieval parameters when microwave observations become available (approximately at 3 hours intervals).
The PERSIANN satellite precipitation data sets have been validated with ground-based observations and other satellite data products. The PERSIANN data has been used in a wide variety of studies including hydrologic modeling, drought monitoring, soil moisture analysis, and flood forecasting. The PERSIANN data are freely available to the public.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which theory helps predict future events in weather?
A. carbon change theory
B. expected change theory
C. climate change theory
D. future weather theory
Answer:
|
|
sciq-6396
|
multiple_choice
|
Through which artery does blood enter the kidneys?
|
[
"jugular",
"renal artery",
"cerebral artery",
"thoracic artery"
] |
B
|
Relavent Documents:
Document 0:::
The renal arteries are paired arteries that supply the kidneys with blood. Each is directed across the crus of the diaphragm, so as to form nearly a right angle.
The renal arteries carry a large portion of total blood flow to the kidneys. Up to a third of total cardiac output can pass through the renal arteries to be filtered by the kidneys.
Structure
The renal arteries normally arise at a 90° angle off of the left interior side of the abdominal aorta, immediately below the superior mesenteric artery. They have a radius of approximately 0.25 cm, 0.26 cm at the root. The measured mean diameter can differ depending on the imaging method used. For example, the diameter was found to be 5.04 ± 0.74 mm using ultrasound but 5.68 ± 1.19 mm using angiography.
Due to the anatomical position of the aorta, the inferior vena cava, and the kidneys, the right renal artery is normally longer than the left renal artery.
The right passes behind the inferior vena cava, the right renal vein, the head of the pancreas, and the descending part of the duodenum. It’s somewhat lower than the left one.
Left artery lies behind the left renal vein, the body of the pancreas and the splenic vein, and is crossed by the inferior mesenteric vein.
Branches
Before reaching the hilus of the kidney, each artery divides into four or five branches. The anterior branches (the upper, middle, lower and apical segmental arteries) lie between the renal vein and ureter, the vein being in front, the ureter behind. The posterior branches, which are fewer in number and include the posterior segmental artery, are usually situated behind the ureter.
Each vessel gives off some small inferior suprarenal branches to the suprarenal gland, the ureter, and the surrounding cellular tissue and muscles.
One or two accessory renal arteries are frequently found, especially on the left side since they usually arise from the aorta, and may come off above (more common) or below the main artery. Instead of entering the ki
Document 1:::
The renal circulation supplies the blood to the kidneys via the renal arteries, left and right, which branch directly from the abdominal aorta. Despite their relatively small size, the kidneys receive approximately 20% of the cardiac output.
Each renal artery branches into segmental arteries, dividing further into interlobar arteries, which penetrate the renal capsule and extend through the renal columns between the renal pyramids. The interlobar arteries then supply blood to the arcuate arteries that run through the boundary of the cortex and the medulla. Each arcuate artery supplies several interlobular arteries that feed into the afferent arterioles that supply the glomeruli.
After filtration occurs, the blood moves through a small network of venules that converge into interlobular veins. As with the arteriole distribution, the veins follow the same pattern: the interlobular provide blood to the arcuate veins then back to the interlobar veins, which come to form the renal vein exiting the kidney for transfusion for blood.
Structure
Arterial system
The table below shows the path that blood takes when it travels through the glomerulus, traveling "down" the arteries and "up" the veins. However, this model is greatly simplified for clarity and symmetry. Some of the other paths and complications are described at the bottom of the table. The interlobar artery and vein (not to be confused with interlobular) are between two renal lobes, also known as the renal column (cortex region between two pyramids).
Note 1: The renal artery also provides a branch to the inferior suprarenal artery to supply the adrenal gland.
Note 2: Also called the cortical radiate arteries. The interlobular artery also supplies to the stellate veins.
Note 3: The efferent arterioles do not directly drain into the interlobular vein, but rather they go to the peritubular capillaries first. The efferent arterioles of the juxtamedullary nephron drain into the vasa recta.
Segmental arteries
The
Document 2:::
The interlobar arteries are vessels of the renal circulation which supply the renal lobes. The interlobar arteries branch from the lobar arteries which branch from the segmental arteries, from the renal artery. They give rise to arcuate arteries.
Document 3:::
The vasa recta of the kidney, (vasa recta renis) are the straight arterioles, and the straight venules of the kidney, – a series of blood vessels in the blood supply of the kidney that enter the medulla as the straight arterioles, and leave the medulla to ascend to the cortex as the straight venules. (Latin: vās, "vessel"; rēctus, "straight"). They lie parallel to the loop of Henle.
These vessels branch off the efferent arterioles of juxtamedullary nephrons (those nephrons closest to the medulla). They enter the medulla, and surround the loop of Henle. Whereas the peritubular capillaries surround the cortical parts of the tubules, the vasa recta go into the medulla and are closer to the loop of Henle, and leave to ascend to the cortex.
Terminations of the vasa recta form the straight venules, branches from the plexuses at the apices of the medullary pyramids. They run outward in a straight course between the tubes of the medullary substance and join the interlobular veins to form venous arcades. These in turn unite and form veins which pass along the sides of the renal pyramids. The descending vasa recta have a non-fenestrated endothelium that contains a facilitated transport for urea; the ascending vasa recta have, on the other hand, a fenestrated endothelium.
Structure
Microanatomy
On a histological slide, the straight arterioles can be distinguished from the tubules of the loop of Henle by the presence of blood.
Function
Each straight arteriole has a hairpin turn in the medulla and carries blood at a very slow rate – two factors crucial in the maintenance of countercurrent exchange that prevent washout of the concentration gradients established in the renal medulla.
The maintenance of this concentration gradient is one of the components responsible for the kidney's ability to produce concentrated urine.
On the descending portion of the vasa recta, sodium, chloride and urea are reabsorbed into the blood, while water is secreted. On the ascending portion, so
Document 4:::
The arcuate arteries of the kidney, also known as arciform arteries, are vessels of the renal circulation. They are located at the border of the renal cortex and renal medulla.
They are named after the fact that they are shaped in arcs due to the nature of the shape of the renal medulla.
Arcuate arteries arise from renal interlobar arteries.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Through which artery does blood enter the kidneys?
A. jugular
B. renal artery
C. cerebral artery
D. thoracic artery
Answer:
|
|
sciq-11189
|
multiple_choice
|
Bacterial dna is contained in one circular chromosome, located where?
|
[
"mucus",
"neuron",
"cerebellum",
"cytoplasm"
] |
D
|
Relavent Documents:
Document 0:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 1:::
The National Centre for Biotechnology Education (NCBE) is a national resource centre at the University of Reading to teach pre-university biotechnology in schools in the UK. It was founded in 1990.
History
It began as the National Centre for School Biotechnology (NCSB) in 1985 in the Department of Microbiology. It became the NCBE in 1990. For many years it was the only centre in Europe that was devoted to the teaching of biotechnology in schools. The Dolan DNA Learning Center had been set up in the USA.
It was set up as an education project by the Society for General Microbiology, now the Microbiology Society. Money from the Laboratory of the Government Chemist set up the National Centre for School Biotechnology (NCSB). Money also came from the Gatsby Charitable Foundation. For the first five years, the UK government's DTI was involved, but from 1990 onwards wanted the organization to become self-supporting as it had to cut back on budgets. By 1992 the government provided no money for the centre.
Structure
The site was set up in former buildings of the University of Reading's Department of Microbiology.
Function
It reaches out to schools to give up-to-date information on biotechnology. Biotechnology is a rapidly evolving subject, and schools cannot keep up-to-date with all that they would be required to know. It produces educational resources. It runs the Microbiology in Schools Advisory Committee (MISAC).
See also
Centre for Industry Education Collaboration at York
National Centre for Excellence in the Teaching of Mathematics, University of York
Science and Plants for Schools, another well-known science resource for UK schools
Document 2:::
The Estonian Biocentre (EBC; ) is a genetics and genomics research institute located in Tartu, Estonia. It's a joint venture between the University of Tartu and the National Institute of Chemical Physics and Biophysics. The goal of the EBC is to promote research and technological development (RTD) in gene and cell technologies in Estonia. The EBC is regulated by a nine-member Scientific Council, comprising researchers from the EBC and external members, and is advised by an international Advisory Board, currently consisting of five members from different countries.
The EBC was established in 1986, and the current director is Prof. Richard Villems.
See also
Estonian Genome Project
Document 3:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 4:::
The National Collection of Yeast Cultures (NCYC) is a British yeast culture collection based at the Norwich Research Park in Norwich, Norfolk, United Kingdom, that currently maintains a collection of over 4400 strains and operates under the Budapest Treaty.
As well as the traditional baking and brewing yeast Saccharomyces cerevisiae, this culture collection also contains hundreds of non-pathogenic yeast species. The yeasts are kept frozen under liquid nitrogen or freeze-dried in glass ampoules. To ensure the collection's safety, it is also duplicated and stored off site. Yeasts have been stored and revived successfully decades later.
History
NCYC were founded in 1948 when a group of British brewers, who later formed the Brewing Industry Research Foundation, decided to store their yeast cultures in a single, safe deposit to ensure their longevity.
In 1981 NCYC evolved into a broader collection when it moved to Institute of Food Research. in Norwich, in which it collected food spoilage yeast which was able to evade the conventional food preservatives.
In 1999, the collection became a part of The United Kingdom National Culture Collection (UKNCC)., which was established to co-ordinate the activities of Britain’s national collections of microbial organisms.
In 2019, the collection moved to the new facility in Quadram Institute Biosciences in the Norwich Research Park where it is currently based.
NCYC trades under QIB Extra Ltd, a wholly owned commercial subsidiary of the Quadram Institute Bioscience, based at the Quadram Institute that specialises in bespoke research services for the food, health and allied industries.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Bacterial dna is contained in one circular chromosome, located where?
A. mucus
B. neuron
C. cerebellum
D. cytoplasm
Answer:
|
|
ai2_arc-64
|
multiple_choice
|
Acid rain has a pH below 5.6. This rain can damage soil, lakes, crops, and buildings. Acid rain is caused by all of the following except
|
[
"industrial emissions from factories.",
"coal that is burned to produce heat and power.",
"automobile exhaust.",
"nuclear power plants that produce radiation."
] |
D
|
Relavent Documents:
Document 0:::
Cary Institute of Ecosystem Studies (Cary Institute), formerly known as the Institute of Ecosystem Studies, is an independent, not-for-profit environmental research organization dedicated to the scientific study of the world's ecosystems and the natural and human factors that influence them. The organization is headquartered in Millbrook, NY on a research campus. Areas of expertise include disease ecology, urban ecology, freshwater ecology and provisioning, and forest health.
Details
Cary Institute's research is collaborative and multidisciplinary. Its scientists lead two of the National Science Foundation's Long Term Ecological Research Network sites: the Baltimore Ecosystem Study (Baltimore, MD; focus: urban ecology) and the Hubbard Brook Ecosystem Study (Woodstock, NH; focus: forest and freshwater health). They also play a leadership role in the Global Lake Ecological Observatory Network, an international effort that shares and interprets high resolution sensor data to understand, predict, and communicate the role and response of lakes in a changing global environment.
While working at Hubbard Brook Experimental Forest in the 1960s, Cary Institute founder Gene E. Likens co-discovered acid rain in North America. His longterm studies on precipitation and stream water chemistry were instrumental in shaping the 1990 Clean Air Act amendments. Today, Cary Institute continues to steward the longest continuous data set on acid rain and deposition through its direction of the Hubbard Brook Ecosystem Study.
Cary Institute's grounds have been home to long-term studies on the ecology of tick-borne disease for more than 20 years. Findings underpin The Tick Project, a 5-year study testing interventions with the potential to reduce Lyme disease and protect public health. A three-decade research program on the Hudson River informs sustainable shoreline management, and a synthesis of imported forest pests and pathogens is the basis for Tree-SMART Trade, a national policy init
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:::
Lake Cheko () is a small freshwater lake in Siberia, near the Podkamennaya Tunguska River, in what is now the Evenkiysky District of the Krasnoyarsk Krai.
Dimensions and environs
Lake Cheko is a small bowl-shaped lake. It is about long, wide and deep.
In the lake flows the Kimchu River (Russian: кимчу), which flows into the Chunya River (Russian: Чуня), which in turn flows into the Podkamennaya Tunguska.
Possible relation to the Tunguska event
Lake Cheko is roughly north-northwest of the epicenter of the Tunguska event. The lake is inside the blast zone, and in the probable direction of whatever caused the Tunguska event.
It has been connected by some scientists to the Tunguska event and they postulate the lake was created by a chunk of the exploding meteorite that struck the ground. In 2017, that theory was disputed by Russian scientists by proving that the lake is older, possibly even much older, than the Tunguska Event.
Age of the lake
Some scientists have speculated that Lake Cheko was created during the Tunguska event of 1908, an explosion that destroyed more than of Siberian taiga. It is suggested that the lake, which lies approximately 8 kilometres north-north-west of the event hypocenter, was formed by a fragment which struck the ground. More recent evidence suggests at least a portion of the lake is over twice as old as the date of the meteorite.
Other varied evidence
A 1961 investigation estimated the age of the lake to be at least 5000 years, based on meters-thick silt deposits on the lake bed. However, a 2001 paper concluded that the sediments, isotopes, and pollen "suggest that Lake Cheko formed at the time of the Tunguska Event." Their recent research indicates that only a metre or so of the sediment layer on the lake bed is "normal lacustrine sedimentation", indicating a much younger lake of about 100 years.
Acoustic-echo soundings of the lake floor offer some further support for the impact hypothesis, revealing a conical shape for the la
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 Bjerrum plot (named after Niels Bjerrum), sometimes also known as a Sillén diagram (after Lars Gunnar Sillén), or a Hägg diagram (after Gunnar Hägg) is a graph of the concentrations of the different species of a polyprotic acid in a solution, as a function of pH, when the solution is at equilibrium. Due to the many orders of magnitude spanned by the concentrations, they are commonly plotted on a logarithmic scale. Sometimes the ratios of the concentrations are plotted rather than the actual concentrations. Occasionally H+ and OH− are also plotted.
Most often, the carbonate system is plotted, where the polyprotic acid is carbonic acid (a diprotic acid), and the different species are dissolved carbon dioxide, carbonic acid, bicarbonate, and carbonate. In acidic conditions, the dominant form is ; in basic (alkaline) conditions, the dominant form is ; and in between, the dominant form is . At every pH, the concentration of carbonic acid is assumed to be negligible compared to the concentration of dissolved , and so is often omitted from Bjerrum plots. These plots are very helpful in solution chemistry and natural water chemistry. In the example given here, it illustrates the response of seawater pH and carbonate speciation due to the input of man-made emission by the fossil fuel combustion.
The Bjerrum plots for other polyprotic acids, including silicic, boric, sulfuric and phosphoric acids, are other commonly used examples.
Bjerrum plot equations for carbonate system
If carbon dioxide, carbonic acid, hydrogen ions, bicarbonate and carbonate are all dissolved in water, and at chemical equilibrium, their equilibrium concentrations are often assumed to be given by:
where the subscript 'eq' denotes that these are equilibrium concentrations, K1 is the equilibrium constant for the reaction + H+ + (i.e. the first acid dissociation constant for carbonic acid), K2 is the equilibrium constant for the reaction H+ + (i.e. the second acid dissociation constant for
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Acid rain has a pH below 5.6. This rain can damage soil, lakes, crops, and buildings. Acid rain is caused by all of the following except
A. industrial emissions from factories.
B. coal that is burned to produce heat and power.
C. automobile exhaust.
D. nuclear power plants that produce radiation.
Answer:
|
|
sciq-8473
|
multiple_choice
|
What is the name of pluto's moon?
|
[
"Titania",
"Phobos",
"Europa",
"charon"
] |
D
|
Relavent Documents:
Document 0:::
The dwarf planet Pluto has five natural satellites. In order of distance from Pluto, they are Charon, Styx, Nix, Kerberos, and Hydra. Charon, the largest, is mutually tidally locked with Pluto, and is massive enough that Pluto–Charon is sometimes considered a double dwarf planet.
History
The innermost and largest moon, Charon, was discovered by James Christy on 22 June 1978, nearly half a century after Pluto was discovered. This led to a substantial revision in estimates of Pluto's size, which had previously assumed that the observed mass and reflected light of the system were all attributable to Pluto alone.
Two additional moons were imaged by astronomers of the Pluto Companion Search Team preparing for the New Horizons mission and working with the Hubble Space Telescope on 15 May 2005, which received the provisional designations S/2005 P 1 and S/2005 P 2. The International Astronomical Union officially named these moons Nix (or Pluto II, the inner of the two moons, formerly P 2) and Hydra (Pluto III, the outer moon, formerly P 1), on 21 June 2006. Kerberos, announced on 20 July 2011, was discovered while searching for Plutonian rings. Styx, announced on 7 July 2012, was discovered while looking for potential hazards for New Horizons.
Charon
Charon is about half the diameter of Pluto and is massive enough (nearly one eighth of the mass of Pluto) that the system's barycenter lies between them, approximately 960 km above Pluto's surface. Charon and Pluto are also tidally locked, so that they always present the same face toward each other. The IAU General Assembly in August 2006 considered a proposal that Pluto and Charon be reclassified as a double planet, but the proposal was abandoned.
Like Pluto, Charon is a perfect sphere to within measurement uncertainty.
Small moons
Pluto's four small circumbinary moons orbit Pluto at two to four times the distance of Charon, ranging from Styx at 42,700 kilometres to Hydra at 64,800 kilometres from the barycenter of the
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:::
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 dwarf planet is a small planetary-mass object that is in direct orbit of the Sun, smaller than any of the eight classical planets. The prototypical dwarf planet is Pluto. The interest of dwarf planets to planetary geologists is that they may be geologically active bodies, an expectation that was borne out in 2015 by the Dawn mission to and the New Horizons mission to Pluto.
Astronomers are in general agreement that at least the nine largest candidates are dwarf planets – in rough order of size, , , , , , , , , and – although there is some doubt for Orcus. Of these nine plus the tenth-largest candidate , two have been visited by spacecraft (Pluto and Ceres) and seven others have at least one known moon (Eris, Haumea, Makemake, Gonggong, Quaoar, Orcus, and Salacia), which allows their masses and thus an estimate of their densities to be determined. Mass and density in turn can be fit into geophysical models in an attempt to determine the nature of these worlds. Only one, Sedna, has neither been visited nor has any known moons, making an accurate estimate of mass difficult. Some astronomers include many smaller bodies as well, but there is no consensus that these are likely to be dwarf planets.
The term dwarf planet was coined by planetary scientist Alan Stern as part of a three-way categorization of planetary-mass objects in the Solar System: classical planets, dwarf planets, and satellite planets. Dwarf planets were thus conceived of as a category of planet. In 2006, however, the concept was adopted by the International Astronomical Union (IAU) as a category of sub-planetary objects, part of a three-way recategorization of bodies orbiting the Sun: planets, dwarf planets and small Solar System bodies. Thus Stern and other planetary geologists consider dwarf planets and large satellites to be planets, but since 2006, the IAU and perhaps the majority of astronomers have excluded them from the roster of planets.
History of the concept
Starting in 1801, astronom
Document 4:::
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers.
There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (Humanities, Arts, and Social Sciences), rebranded in 2020 as SHAPE (Social Sciences, Humanities and the Arts for People and the Economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM.
Terminology
History
Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering edu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name of pluto's moon?
A. Titania
B. Phobos
C. Europa
D. charon
Answer:
|
|
sciq-5086
|
multiple_choice
|
What types of flat maps show users changes in land elevation?
|
[
"topographic maps",
"elliptical maps",
"atlases",
"surveyor maps"
] |
A
|
Relavent Documents:
Document 0:::
The elevation of a geographic location is its height above or below a fixed reference point, most commonly a reference geoid, a mathematical model of the Earth's sea level as an equipotential gravitational surface (see Geodetic datum § Vertical datum).
The term elevation is mainly used when referring to points on the Earth's surface, while altitude or geopotential height is used for points above the surface, such as an aircraft in flight or a spacecraft in orbit, and depth is used for points below the surface.
Elevation is not to be confused with the distance from the center of the Earth. Due to the equatorial bulge, the summits of Mount Everest and Chimborazo have, respectively, the largest elevation and the largest geocentric distance.
Aviation
In aviation, the term elevation or aerodrome elevation is defined by the ICAO as the highest point of the landing area. It is often measured in feet and can be found in approach charts of the aerodrome. It is not to be confused with terms such as the altitude or height.
Maps and GIS
GIS or geographic information system is a computer system that allows for visualizing, manipulating, capturing, and storage of data with associated attributes. GIS offers better understanding of patterns and relationships of the landscape at different scales. Tools inside the GIS allow for manipulation of data for spatial analysis or cartography.
A topographical map is the main type of map used to depict elevation, often through use of contour lines.
In a Geographic Information System (GIS), digital elevation models (DEM) are commonly used to represent the surface (topography) of a place, through a raster (grid) dataset of elevations. Digital terrain models are another way to represent terrain in GIS.
USGS (United States Geologic Survey) is developing a 3D Elevation Program (3DEP) to keep up with growing needs for high quality topographic data. 3DEP is a collection of enhanced elevation data in the form of high quality LiDAR data over the c
Document 1:::
A cognitive map is a type of mental representation which serves an individual to acquire, code, store, recall, and decode information about the relative locations and attributes of phenomena in their everyday or metaphorical spatial environment. The concept was introduced by Edward Tolman in 1948. He tried to explain the behavior of rats that appeared to learn the spatial layout of a maze, and subsequently the concept was applied to other animals, including humans. The term was later generalized by some researchers, especially in the field of operations research, to refer to a kind of semantic network representing an individual's personal knowledge or schemas.
Overview
Cognitive maps have been studied in various fields, such as psychology, education, archaeology, planning, geography, cartography, architecture, landscape architecture, urban planning, management and history. Because of the broad use and study of cognitive maps, it has become a colloquialism for almost any mental representation or model. As a consequence, these mental models are often referred to, variously, as cognitive maps, mental maps, scripts, schemata, and frame of reference.
Cognitive maps are a function of the working brain that humans and animals use for movement in a new environment. They help us in recognizing places, computing directions and distances, and in critical-thinking on shortcuts. They support us in wayfinding in an environment, and act as blueprints for new technology.
Cognitive maps serve the construction and accumulation of spatial knowledge, allowing the "mind's eye" to visualize images in order to reduce cognitive load, enhance recall and learning of information. This type of spatial thinking can also be used as a metaphor for non-spatial tasks, where people performing non-spatial tasks involving memory and imaging use spatial knowledge to aid in processing the task. They include information about the spatial relations that objects have among each other in an environment
Document 2:::
Engels Maps is a map company in the Ohio Valley with particular concentration on the Cincinnati-Dayton region. It also produces chamber of commerce maps.
Publications
It has three semi-annual publications that form its foundation:
Cincinnati Engels Guide
Dayton Engels Guide
Indianapolis Engels Guide
Their maps are also found in the Cincinnati Bell Yellow Pages and the Dayton WorkBook.
Corporate history
Engels Maps was founded by Judson Engels in 1994.
Sources
External links
Engels Maps
http://cincinnati.citysearch.com/profile/4343456/fort_thomas_ky/engels_maps_guide.html
Target Marketing
http://www.macraesbluebook.com/search/company.cfm?company=838024
http://engelsmaps.com engelsmaps.com
Geodesy
Companies based in Kentucky
Software companies based in Kentucky
American companies established in 1994
Map companies of the United States
Campbell County, Kentucky
1994 establishments in Kentucky
Software companies of the United States
Software companies established in 1994
Document 3:::
Map algebra is an algebra for manipulating geographic data, primarily fields. Developed by Dr. Dana Tomlin and others in the late 1970s, it is a set of primitive operations in a geographic information system (GIS) which allows one or more raster layers ("maps") of similar dimensions to produce a new raster layer (map) using mathematical or other operations such as addition, subtraction etc.
History
Prior to the advent of GIS, the overlay principle had developed as a method of literally superimposing different thematic maps (typically an isarithmic map or a chorochromatic map) drawn on transparent film (e.g., cellulose acetate) to see the interactions and find locations with specific combinations of characteristics. The technique was largely developed by landscape architects and city planners, starting with Warren Manning and further refined and popularized by Jaqueline Tyrwhitt, Ian McHarg and others during the 1950s and 1960s.
In the mid-1970s, landscape architecture student C. Dana Tomlin developed some of the first tools for overlay analysis in raster as part of the IMGRID project at the Harvard Laboratory for Computer Graphics and Spatial Analysis, which he eventually transformed into the Map Analysis Package (MAP), a popular raster GIS during the 1980s. While a graduate student at Yale University, Tomlin and Joseph K. Berry re-conceptualized these tools as a mathematical model, which by 1983 they were calling "map algebra." This effort was part of Tomlin's development of cartographic modeling, a technique for using these raster operations to implement the manual overlay procedures of McHarg. Although the basic operations were defined in his 1983 PhD dissertation, Tomlin had refined the principles of map algebra and cartographic modeling into their current form by 1990. Although the term cartographic modeling has not gained as wide an acceptance as synonyms such as suitability analysis, suitability modeling and multi-criteria decision making, "map algeb
Document 4:::
Mountain research or montology, traditionally also known as orology (from Greek oros ὄρος for 'mountain' and logos λόγος), is a field of research that regionally concentrates on the Earth's surface's part covered by mountain environments.
Mountain areas
Different approaches have been developed to define mountainous areas. While some use an altitudinal difference of 300 m inside an area to define that zone as mountainous, others consider differences from 1000 m or more, depending on the areas' latitude. Additionally, some include steepness to define mountain regions, hence excluding high plateaus (e.g. the Andean Altiplano or the Tibetan Plateau), zones often seen to be mountainous. A more pragmatic but useful definition has been proposed by the Italian Statistics Office ISTAT, which classifies municipalities as mountainous
if at least 80% of their territory is situated above ≥ 600 m above sea level, and/or
if they have an altitudinal difference of 600 m (or more) within their administrative boundaries.
The United Nations Environmental Programme has produced a map of mountain areas worldwide using a combination of criteria, including regions with
elevations from 300 to 1000 m and local elevation range > 300 m;
elevations from 1000 to 1500 m and slope ≥ 5° or local elevation range > 300 m;
elevations from 1500 to 2500 m and slope ≥ 2°;
elevations of 2500 m or more.
Focus
Broader definition
In a broader sense, mountain research is considered any research in mountain regions: for instance disciplinary studies on Himalayan plants, Andean rocks, Alpine cities, or Carpathian people. It is comparable to research that concentrates on the Arctic and Antarctic (polar research) or coasts (coastal research).
Narrower definition
In a narrower sense, mountain research focuses on mountain regions, their description and the explanation of the human-environment interaction in (positive) and the sustainable development of (normative) these areas. So-defined mountain rese
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What types of flat maps show users changes in land elevation?
A. topographic maps
B. elliptical maps
C. atlases
D. surveyor maps
Answer:
|
|
sciq-4242
|
multiple_choice
|
Through what do plants move enormous amounts of water from the soil to the atmosphere?
|
[
"evaporation",
"transpiration",
"perspiration",
"respiration"
] |
B
|
Relavent Documents:
Document 0:::
The soil-plant-atmosphere continuum (SPAC) is the pathway for water moving from soil through plants to the atmosphere. Continuum in the description highlights the continuous nature of water connection through the pathway. The low water potential of the atmosphere, and relatively higher (i.e. less negative) water potential inside leaves, leads to a diffusion gradient across the stomatal pores of leaves, drawing water out of the leaves as vapour. As water vapour transpires out of the leaf, further water molecules evaporate off the surface of mesophyll cells to replace the lost molecules since water in the air inside leaves is maintained at saturation vapour pressure. Water lost at the surface of cells is replaced by water from the xylem, which due to the cohesion-tension properties of water in the xylem of plants pulls additional water molecules through the xylem from the roots toward the leaf.
Components
The transport of water along this pathway occurs in components, variously defined among scientific disciplines:
Soil physics characterizes water in soil in terms of tension,
Physiology of plants and animals characterizes water in organisms in terms of diffusion pressure deficit, and
Meteorology uses vapour pressure or relative humidity to characterize atmospheric water.
SPAC integrates these components and is defined as a:
...concept recognising that the field with all its components (soil, plant, animals and the ambient atmosphere taken together) constitutes a physically integrated, dynamic system in which the various flow processes involving energy and matter occur simultaneously and independently like links in the chain.
This characterises the state of water in different components of the SPAC as expressions of the energy level or water potential of each. Modelling of water transport between components relies on SPAC, as do studies of water potential gradients between segments.
See also
Ecohydrology
Evapotranspiration
Hydraulic redistribution; a p
Document 1:::
Hydraulic redistribution is a passive mechanism where water is transported from moist to dry soils via subterranean networks. It occurs in vascular plants that commonly have roots in both wet and dry soils, especially plants with both taproots that grow vertically down to the water table, and lateral roots that sit close to the surface. In the late 1980s, there was a movement to understand the full extent of these subterranean networks. Since then it was found that vascular plants are assisted by fungal networks which grow on the root system to promote water redistribution.
Process
Hot, dry periods, when the surface soil dries out to the extent that the lateral roots exude whatever water they contain, will result in the death of such lateral roots unless the water is replaced. Similarly, under extremely wet conditions when lateral roots are inundated by flood waters, oxygen deprivation will also lead to root peril. In plants that exhibit hydraulic redistribution, there are xylem pathways from the taproots to the laterals, such that the absence or abundance of water at the laterals creates a pressure potential analogous to that of transpirational pull. In drought conditions, ground water is drawn up through the taproot to the laterals and exuded into the surface soil, replenishing that which was lost. Under flooding conditions, plant roots perform a similar function in the opposite direction.
Though often referred to as hydraulic lift, movement of water by the plant roots has been shown to occur in any direction. This phenomenon has been documented in over sixty plant species spanning a variety of plant types (from herbs and grasses to shrubs and trees) and over a range of environmental conditions (from the Kalahari Desert to the Amazon Rainforest).
Causes
The movement of this water can be explained by a water transport theory throughout a plant. This well-established water transport theory is called the cohesion-tension theory. In brief, it explains the movement
Document 2:::
Evapotranspiration (ET) is the combined processes which move water from the Earth's surface into the atmosphere. It covers both water evaporation (movement of water to the air directly from soil, canopies, and water bodies) and transpiration (evaporation that occurs through the stomata, or openings, in plant leaves). Evapotranspiration is an important part of the local water cycle and climate, and measurement of it plays a key role in agricultural irrigation and water resource management.
Definition of evapotranspiration
Evapotranspiration is a combination of evaporation and transpiration, measured in order to better understand crop water requirements, irrigation scheduling, and watershed management. The two key components of evapotranspiration are:
Evaporation: the movement of water directly to the air from sources such as the soil and water bodies. It can be affected by factors including heat, humidity, solar radiation and wind speed.
Transpiration: the movement of water from root systems, through a plant, and exit into the air as water vapor. This exit occurs through stomata in the plant. Rate of transpiration can be influenced by factors including plant type, soil type, weather conditions and water content, and also cultivation practices.
Evapotranspiration is typically measured in millimeters of water (i.e. volume of water moved per unit area of the Earth's surface) in a set unit of time. Globally, it is estimated that on average between three-fifths and three-quarters of land precipitation is returned to the atmosphere via evapotranspiration.
Evapotranspiration does not, in general, account for other mechanisms which are involved in returning water to the atmosphere, though some of these, such as snow and ice sublimation in regions of high elevation or high latitude, can make a large contribution to atmospheric moisture even under standard conditions.
Factors that impact evapotranspiration levels
Primary factors
Because evaporation and transpiration
Document 3:::
In plants, the transpiration stream is the uninterrupted stream of water and solutes which is taken up by the roots and transported via the xylem to the leaves where it evaporates into the air/apoplast-interface of the substomatal cavity. It is driven by capillary action and in some plants by root pressure. The main driving factor is the difference in water potential between the soil and the substomatal cavity caused by transpiration.
Transpiration
Transpiration can be regulated through stomatal closure or opening. It allows for plants to efficiently transport water up to their highest body organs, regulate the temperature of stem and leaves and it allows for upstream signaling such as the dispersal of an apoplastic alkalinization during local oxidative stress.
Summary of water movement:
Soil
Roots and Root Hair
Xylem
Leaves
Stomata
Air
Osmosis
The water passes from the soil to the root by osmosis. The long and thin shape of root hairs maximizes surface area so that more water can enter. There is greater water potential in the soil than in the cytoplasm of the root hair cells. As the cell's surface membrane of the root hair cell is semi-permeable, osmosis can take place; and water passes from the soil to the root hairs.
The next stage in the transpiration stream is water passing into the xylem vessels. The water either goes through the cortex cells (between the root cells and the xylem vessels) or it bypasses them – going through their cell walls.
After this, the water moves up the xylem vessels to the leaves through diffusion: A pressure change between the top and bottom of the vessel. Diffusion takes place because there is a water potential gradient between water in the xylem vessel and the leaf (as water is transpiring out of the leaf). This means that water diffuses up the leaf. There is also a pressure change between the top and bottom of the xylem vessels, due to water loss from the leaves. This reduces the pressure of water at the top of the vessels. T
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.
Through what do plants move enormous amounts of water from the soil to the atmosphere?
A. evaporation
B. transpiration
C. perspiration
D. respiration
Answer:
|
|
sciq-3252
|
multiple_choice
|
Amino acids are the building blocks of what macromolecules?
|
[
"lipids",
"sugars",
"proteins",
"carbohydrates"
] |
C
|
Relavent Documents:
Document 0:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
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:::
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:::
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:::
Amino acids are organic compounds that contain both amino and carboxylic acid functional groups. Although over 500 amino acids exist in nature, by far the most important are the 22 α-amino acids incorporated into proteins. Only these 22 appear in the genetic code of all life.
Amino acids can be classified according to the locations of the core structural functional groups, as alpha- (α-), beta- (β-), gamma- (γ-) or delta- (δ-) amino acids; other categories relate to polarity, ionization, and side chain group type (aliphatic, acyclic, aromatic, containing hydroxyl or sulfur, etc.). In the form of proteins, amino acid residues form the second-largest component (water being the largest) of human muscles and other tissues. Beyond their role as residues in proteins, amino acids participate in a number of processes such as neurotransmitter transport and biosynthesis. It is thought that they played a key role in enabling life on Earth and its emergence.
Amino acids are formally named by the IUPAC-IUBMB Joint Commission on Biochemical Nomenclature in terms of the fictitious "neutral" structure shown in the illustration. For example, the systematic name of alanine is 2-aminopropanoic acid, based on the formula . The Commission justified this approach as follows:
The systematic names and formulas given refer to hypothetical forms in which amino groups are unprotonated and carboxyl groups are undissociated. This convention is useful to avoid various nomenclatural problems but should not be taken to imply that these structures represent an appreciable fraction of the amino-acid molecules.
History
The first few amino acids were discovered in the early 1800s. In 1806, French chemists Louis-Nicolas Vauquelin and Pierre Jean Robiquet isolated a compound from asparagus that was subsequently named asparagine, the first amino acid to be discovered. Cystine was discovered in 1810, although its monomer, cysteine, remained undiscovered until 1884. Glycine and leucine were discovere
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Amino acids are the building blocks of what macromolecules?
A. lipids
B. sugars
C. proteins
D. carbohydrates
Answer:
|
|
sciq-173
|
multiple_choice
|
When electrons return to a lower energy level, they emit the excess energy in the form of what?
|
[
"light",
"energy",
"weight",
"electricity"
] |
A
|
Relavent Documents:
Document 0:::
Secondary electrons are electrons generated as ionization products. They are called 'secondary' because they are generated by other radiation (the primary radiation). This radiation can be in the form of ions, electrons, or photons with sufficiently high energy, i.e. exceeding the ionization potential. Photoelectrons can be considered an example of secondary electrons where the primary radiation are photons; in some discussions photoelectrons with higher energy (>50 eV) are still considered "primary" while the electrons freed by the photoelectrons are "secondary".
Applications
Secondary electrons are also the main means of viewing images in the scanning electron microscope (SEM). The range of secondary electrons depends on the energy. Plotting the inelastic mean free path as a function of energy often shows characteristics of the "universal curve" familiar to electron spectroscopists and surface analysts. This distance is on the order of a few nanometers in metals and tens of nanometers in insulators. This small distance allows such fine resolution to be achieved in the SEM.
For SiO2, for a primary electron energy of 100 eV, the secondary electron range is up to 20 nm from the point of incidence.
See also
Delta ray
Everhart-Thornley detector
Document 1:::
Electric potential energy is a potential energy (measured in joules) that results from conservative Coulomb forces and is associated with the configuration of a particular set of point charges within a defined system. An object may be said to have electric potential energy by virtue of either its own electric charge or its relative position to other electrically charged objects.
The term "electric potential energy" is used to describe the potential energy in systems with time-variant electric fields, while the term "electrostatic potential energy" is used to describe the potential energy in systems with time-invariant electric fields.
Definition
The electric potential energy of a system of point charges is defined as the work required to assemble this system of charges by bringing them close together, as in the system from an infinite distance. Alternatively, the electric potential energy of any given charge or system of charges is termed as the total work done by an external agent in bringing the charge or the system of charges from infinity to the present configuration without undergoing any acceleration.
The electrostatic potential energy can also be defined from the electric potential as follows:
Units
The SI unit of electric potential energy is joule (named after the English physicist James Prescott Joule). In the CGS system the erg is the unit of energy, being equal to 10−7 Joules. Also electronvolts may be used, 1 eV = 1.602×10−19 Joules.
Electrostatic potential energy of one point charge
One point charge q in the presence of another point charge Q
The electrostatic potential energy, UE, of one point charge q at position r in the presence of a point charge Q, taking an infinite separation between the charges as the reference position, is:
where is the Coulomb constant, r is the distance between the point charges q and Q, and q and Q are the charges (not the absolute values of the charges—i.e., an electron would have a negative value of charge when
Document 2:::
In physics and chemistry, ionization energy (IE) (American English spelling), ionisation energy (British English spelling) is the minimum energy required to remove the most loosely bound electron of an isolated gaseous atom, positive ion, or molecule. The first ionization energy is quantitatively expressed as
X(g) + energy ⟶ X+(g) + e−
where X is any atom or molecule, X+ is the resultant ion when the original atom was stripped of a single electron, and e− is the removed electron. Ionization energy is positive for neutral atoms, meaning that the ionization is an endothermic process. Roughly speaking, the closer the outermost electrons are to the nucleus of the atom, the higher the atom's ionization energy.
In physics, ionization energy is usually expressed in electronvolts (eV) or joules (J). In chemistry, it is expressed as the energy to ionize a mole of atoms or molecules, usually as kilojoules per mole (kJ/mol) or kilocalories per mole (kcal/mol).
Comparison of ionization energies of atoms in the periodic table reveals two periodic trends which follow the rules of Coulombic attraction:
Ionization energy generally increases from left to right within a given period (that is, row).
Ionization energy generally decreases from top to bottom in a given group (that is, column).
The latter trend results from the outer electron shell being progressively farther from the nucleus, with the addition of one inner shell per row as one moves down the column.
The nth ionization energy refers to the amount of energy required to remove the most loosely bound electron from the species having a positive charge of (n − 1). For example, the first three ionization energies are defined as follows:
1st ionization energy is the energy that enables the reaction X ⟶ X+ + e−
2nd ionization energy is the energy that enables the reaction X+ ⟶ X2+ + e−
3rd ionization energy is the energy that enables the reaction X2+ ⟶ X3+ + e−
The most notable influences that determine ionization ener
Document 3:::
In physics, electron emission is the ejection of an electron from the surface of matter, or, in beta decay (β− decay), where a beta particle (a fast energetic electron or positron) is emitted from an atomic nucleus transforming the original nuclide to an isobar.
Radioactive decay
In Beta decay (β− decay), radioactive decay results in a beta particle (fast energetic electron or positron in β+ decay) being emitted from the nucleus
Surface emission
Thermionic emission, the liberation of electrons from an electrode by virtue of its temperature
Schottky emission, due to the:
Schottky effect or field enhanced thermionic emission
Field electron emission, emission of electrons induced by an electrostatic field
Devices
An electron gun or electron emitter, is an electrical component in some vacuum tubes that uses surface emission
Others
Exoelectron emission, a weak electron emission, appearing only from pretreated objects
Photoelectric effect, the emission of electrons when electromagnetic radiation, such as light, hits a material
See also
Positron emission, (of a positron or "antielectron") is one aspect of β+ decay
Electron excitation, the transfer of an electron to a higher atomic orbital
Document 4:::
The elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 .
In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one.
In the centimetre–gram–second system of units (CGS), the corresponding quantity is .
Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865.
As a unit
In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron.
In other natural unit systems, the unit of charge is defined as with the result that
where is the fine-structure constant, is the speed of light, is
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When electrons return to a lower energy level, they emit the excess energy in the form of what?
A. light
B. energy
C. weight
D. electricity
Answer:
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|
sciq-10420
|
multiple_choice
|
What part of a plant, which is attached to its stem nodes, is the "main organ" of photosynthesis?
|
[
"roots",
"leaves",
"spores",
"flowers"
] |
B
|
Relavent Documents:
Document 0:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
Document 1:::
Tannosomes are organelles found in plant cells of vascular plants.
Formation and functions
Tannosomes are formed when the chloroplast membrane forms pockets filled with tannin. Slowly, the pockets break off as tiny vacuoles that carry tannins to the large vacuole filled with acidic fluid. Tannins are then released into the vacuole and stored inside as tannin accretions.
They are responsible for synthesizing and producing condensed tannins and polyphenols. Tannosomes condense tannins in chlorophyllous organs, providing defenses against herbivores and pathogens, and protection against UV radiation.
Discovery
Tannosomes were discovered in September 2013 by French and Hungarian researchers.
The discovery of tannosomes showed how to get enough tannins to change the flavour of wine, tea, chocolate, and other food or snacks.
See also
Chloroplast
Leucoplast
Plastid
Document 2:::
Photosynthesis systems are electronic scientific instruments designed for non-destructive measurement of photosynthetic rates in the field. Photosynthesis systems are commonly used in agronomic and environmental research, as well as studies of the global carbon cycle.
How photosynthesis systems function
Photosynthesis systems function by measuring gas exchange of leaves. Atmospheric carbon dioxide is taken up by leaves in the process of photosynthesis, where is used to generate sugars in a molecular pathway known as the Calvin cycle. This draw-down of induces more atmospheric to diffuse through stomata into the air spaces of the leaf. While stoma are open, water vapor can easily diffuse out of plant tissues, a process known as transpiration. It is this exchange of and water vapor that is measured as a proxy of photosynthetic rate.
The basic components of a photosynthetic system are the leaf chamber, infrared gas analyzer (IRGA), batteries and a console with keyboard, display and memory. Modern 'open system' photosynthesis systems also incorporate miniature disposable compressed gas cylinder and gas supply pipes. This is because external air has natural fluctuations in and water vapor content, which can introduce measurement noise. Modern 'open system' photosynthesis systems remove the and water vapour by passage over soda lime and Drierite, then add at a controlled rate to give a stable concentration. Some systems are also equipped with temperature control and a removable light unit, so the effect of these environmental variables can also be measured.
The leaf to be analysed is placed in the leaf chamber. The concentrations is measured by the infrared gas analyzer. The IRGA shines infrared light through a gas sample onto a detector. in the sample absorbs energy, so the reduction in the level of energy that reaches the detector indicates the concentration. Modern IRGAs take account of the fact that absorbs energy at similar wavelengths as . Modern IRG
Document 3:::
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 4:::
{{DISPLAYTITLE: C3 carbon fixation}}
carbon fixation is the most common of three metabolic pathways for carbon fixation in photosynthesis, the other two being and CAM. This process converts carbon dioxide and ribulose bisphosphate (RuBP, a 5-carbon sugar) into two molecules of 3-phosphoglycerate through the following reaction:
CO2 + H2O + RuBP → (2) 3-phosphoglycerate
This reaction was first discovered by Melvin Calvin, Andrew Benson and James Bassham in 1950. C3 carbon fixation occurs in all plants as the first step of the Calvin–Benson cycle. (In and CAM plants, carbon dioxide is drawn out of malate and into this reaction rather than directly from the air.)
Plants that survive solely on fixation ( plants) tend to thrive in areas where sunlight intensity is moderate, temperatures are moderate, carbon dioxide concentrations are around 200 ppm or higher, and groundwater is plentiful. The plants, originating during Mesozoic and Paleozoic eras, predate the plants and still represent approximately 95% of Earth's plant biomass, including important food crops such as rice, wheat, soybeans and barley.
plants cannot grow in very hot areas at today's atmospheric CO2 level (significantly depleted during hundreds of millions of years from above 5000 ppm) because RuBisCO incorporates more oxygen into RuBP as temperatures increase. This leads to photorespiration (also known as the oxidative photosynthetic carbon cycle, or C2 photosynthesis), which leads to a net loss of carbon and nitrogen from the plant and can therefore limit growth.
plants lose up to 97% of the water taken up through their roots by transpiration. In dry areas, plants shut their stomata to reduce water loss, but this stops from entering the leaves and therefore reduces the concentration of in the leaves. This lowers the :O2 ratio and therefore also increases photorespiration. and CAM plants have adaptations that allow them to survive in hot and dry areas, and they can therefore out-compete
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What part of a plant, which is attached to its stem nodes, is the "main organ" of photosynthesis?
A. roots
B. leaves
C. spores
D. flowers
Answer:
|
|
sciq-8281
|
multiple_choice
|
What do the liver, gallbladder, and pancreas contribute that aid in digestion?
|
[
"chemicals",
"contaminants",
"plasma",
"crystals"
] |
A
|
Relavent Documents:
Document 0:::
The liver is a major metabolic organ only found in vertebrate animals, which performs many essential biological functions such as detoxification of the organism, and the synthesis of proteins and biochemicals necessary for digestion and growth. In humans, it is located in the right upper quadrant of the abdomen, below the diaphragm and mostly shielded by the lower right rib cage. Its other metabolic roles include carbohydrate metabolism, the production of hormones, conversion and storage of nutrients such as glucose and glycogen, and the decomposition of red blood cells.
The liver is also an accessory digestive organ that produces bile, an alkaline fluid containing cholesterol and bile acids, which emulsifies and aids the breakdown of dietary fat. The gallbladder, a small hollow pouch that sits just under the right lobe of liver, stores and concentrates the bile produced by the liver, which is later excreted to the duodenum to help with digestion. The liver's highly specialized tissue, consisting mostly of hepatocytes, regulates a wide variety of high-volume biochemical reactions, including the synthesis and breakdown of small and complex organic molecules, many of which are necessary for normal vital functions. Estimates regarding the organ's total number of functions vary, but is generally cited as being around 500.
It is not known how to compensate for the absence of liver function in the long term, although liver dialysis techniques can be used in the short term. Artificial livers have not been developed to promote long-term replacement in the absence of the liver. , liver transplantation is the only option for complete liver failure.
Structure
The liver is a dark reddish brown, wedge-shaped organ with two lobes of unequal size and shape. A human liver normally weighs approximately and has a width of about . There is considerable size variation between individuals, with the standard reference range for men being and for women . It is both the heaviest int
Document 1:::
Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use.
In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag
Document 2:::
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
Document 3:::
In vertebrates, the gallbladder, also known as the cholecyst, is a small hollow organ where bile is stored and concentrated before it is released into the small intestine. In humans, the pear-shaped gallbladder lies beneath the liver, although the structure and position of the gallbladder can vary significantly among animal species. It receives and stores bile, produced by the liver, via the common hepatic duct, and releases it via the common bile duct into the duodenum, where the bile helps in the digestion of fats.
The gallbladder can be affected by gallstones, formed by material that cannot be dissolved – usually cholesterol or bilirubin, a product of hemoglobin breakdown. These may cause significant pain, particularly in the upper-right corner of the abdomen, and are often treated with removal of the gallbladder (called a cholecystectomy). Cholecystitis, inflammation of the gallbladder, has a wide range of causes, including result from the impaction of gallstones, infection, and autoimmune disease.
Structure
The gallbladder is a hollow grey-blue organ that sits in a shallow depression below the right lobe of the liver. In adults, the gallbladder measures approximately in length and in diameter when fully distended. The gallbladder has a capacity of about .
The gallbladder is shaped like a pear, with its tip opening into the cystic duct. The gallbladder is divided into three sections: the fundus, body, and neck. The fundus is the rounded base, angled so that it faces the abdominal wall. The body lies in a depression in the surface of the lower liver. The neck tapers and is continuous with the cystic duct, part of the biliary tree. The gallbladder fossa, against which the fundus and body of the gallbladder lie, is found beneath the junction of hepatic segments IVB and V. The cystic duct unites with the common hepatic duct to become the common bile duct. At the junction of the neck of the gallbladder and the cystic duct, there is an out-pouching of the gallbla
Document 4:::
The gut–brain axis is the two-way biochemical signaling that takes place between the gastrointestinal tract (GI tract) and the central nervous system (CNS). The "microbiota–gut–brain axis" includes the role of gut microbiota in the biochemical signaling events that take place between the GI tract and the CNS. Broadly defined, the gut–brain axis includes the central nervous system, neuroendocrine system, neuroimmune systems, the hypothalamic–pituitary–adrenal axis (HPA axis), sympathetic and parasympathetic arms of the autonomic nervous system, the enteric nervous system, vagus nerve, and the gut microbiota.
Chemicals released in the gut by the microbiome can vastly influence the development of the brain, starting from birth. A review from 2015 states that the microbiome influences the central nervous system by "regulating brain chemistry and influencing neuro-endocrine systems associated with stress response, anxiety and memory function". The gut, sometimes referred to as the "second brain", may use the same type of neural network as the central nervous system, suggesting why it could have a role in brain function and mental health.
The bidirectional communication is done by immune, endocrine, humoral and neural connections between the gastrointestinal tract and the central nervous system. More research suggests that the gut microorganisms influence the function of the brain by releasing the following chemicals: cytokines, neurotransmitters, neuropeptides, chemokines, endocrine messengers and microbial metabolites such as "short-chain fatty acids, branched chain amino acids, and peptidoglycans". The intestinal microbiome can then divert these products to the brain via the blood, neuropod cells, nerves, endocrine cells and more to be determined. The products then arrive in the brain, putatively impacting different metabolic processes. Studies have confirmed communication between the hippocampus, the prefrontal cortex and the amygdala (responsible for emotions and m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do the liver, gallbladder, and pancreas contribute that aid in digestion?
A. chemicals
B. contaminants
C. plasma
D. crystals
Answer:
|
|
sciq-11221
|
multiple_choice
|
In the body, second in volume to intracellular fluid is what type of fluid, which surrounds cells that are not blood cells?
|
[
"interstitial fluid",
"circuitry fluid",
"watery fluid",
"concomitant fluid"
] |
A
|
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:::
The interstitium is a contiguous fluid-filled space existing between a structural barrier, such as a cell membrane or the skin, and internal structures, such as organs, including muscles and the circulatory system. The fluid in this space is called interstitial fluid, comprises water and solutes, and drains into the lymph system. The interstitial compartment is composed of connective and supporting tissues within the body – called the extracellular matrix – that are situated outside the blood and lymphatic vessels and the parenchyma of organs.
Structure
The non-fluid parts of the interstitium are predominantly collagen types I, III, and V, elastin, and glycosaminoglycans, such as hyaluronan and proteoglycans that are cross-linked to form a honeycomb-like reticulum. Such structural components exist both for the general interstitium of the body, and within individual organs, such as the myocardial interstitium of the heart, the renal interstitium of the kidney, and the pulmonary interstitium of the lung.
The interstitium in the submucosae of visceral organs, the dermis, superficial fascia, and perivascular adventitia are fluid-filled spaces supported by a collagen bundle lattice. The fluid spaces communicate with draining lymph nodes though they do not have lining cells or structures of lymphatic channels.
Functions
The interstitial fluid is a reservoir and transportation system for nutrients and solutes distributing among organs, cells, and capillaries, for signaling molecules communicating between cells, and for antigens and cytokines participating in immune regulation. The composition and chemical properties of the interstitial fluid vary among organs and undergo changes in chemical composition during normal function, as well as during body growth, conditions of inflammation, and development of diseases, as in heart failure and chronic kidney disease.
The total fluid volume of the interstitium during health is about 20% of body weight, but this space is dynamic
Document 3:::
Anatomical terminology is used to describe microanatomical (or histological) structures. This helps describe precisely the structure, layout and position of an object, and minimises ambiguity. An internationally accepted lexicon is Terminologia Histologica.
Layout
Epithelia and endothelia
Epithelial cells line body surfaces, and are described according to their shape, with three principal shapes: squamous, columnar, and cuboidal.
Squamous epithelium has cells that are wider than their height (flat and scale-like).
Cuboidal epithelium has cells whose height and width are approximately the same (cube shaped).
Columnar epithelium has cells taller than they are wide (column-shaped).
Endothelium refers to cells that line the interior surface of blood vessels and lymphatic vessels, forming an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. It is a thin layer of simple, or single-layered, squamous cells called endothelial cells. 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.
Epithelium can be arranged in a single layer of cells described as "simple", or more than one layer, described as "stratified". By layer, epithelium is classed as either simple epithelium, only one cell thick (unilayered) or stratified epithelium as stratified squamous epithelium, stratified cuboidal epithelium, and stratified columnar epithelium that are two or more cells thick (multi-layered), and both types of layering can be made up of any of the cell shapes. However, when taller simple columnar epithelial cells are viewed in cross section showing several nuclei appearing at different heights, they can be confused with stratified epithelia. This kind of epithelium is therefore described as pseudostratified columnar epithelium.
Transitional epithelium has cells that can change from squamous to cuboidal, depending on the amoun
Document 4:::
In biology, the extracellular matrix (ECM), is a network consisting of extracellular macromolecules and minerals, such as collagen, enzymes, glycoproteins and hydroxyapatite that provide structural and biochemical support to surrounding cells. Because multicellularity evolved independently in different multicellular lineages, the composition of ECM varies between multicellular structures; however, cell adhesion, cell-to-cell communication and differentiation are common functions of the ECM.
The animal extracellular matrix includes the interstitial matrix and the basement membrane. Interstitial matrix is present between various animal cells (i.e., in the intercellular spaces). Gels of polysaccharides and fibrous proteins fill the interstitial space and act as a compression buffer against the stress placed on the ECM. Basement membranes are sheet-like depositions of ECM on which various epithelial cells rest. Each type of connective tissue in animals has a type of ECM: collagen fibers and bone mineral comprise the ECM of bone tissue; reticular fibers and ground substance comprise the ECM of loose connective tissue; and blood plasma is the ECM of blood.
The plant ECM includes cell wall components, like cellulose, in addition to more complex signaling molecules. Some single-celled organisms adopt multicellular biofilms in which the cells are embedded in an ECM composed primarily of extracellular polymeric substances (EPS).
Structure
Components of the ECM are produced intracellularly by resident cells and secreted into the ECM via exocytosis. Once secreted, they then aggregate with the existing matrix. The ECM is composed of an interlocking mesh of fibrous proteins and glycosaminoglycans (GAGs).
Proteoglycans
Glycosaminoglycans (GAGs) are carbohydrate polymers and mostly attached to extracellular matrix proteins to form proteoglycans (hyaluronic acid is a notable exception; see below). Proteoglycans have a net negative charge that attracts positively charged sod
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In the body, second in volume to intracellular fluid is what type of fluid, which surrounds cells that are not blood cells?
A. interstitial fluid
B. circuitry fluid
C. watery fluid
D. concomitant fluid
Answer:
|
|
sciq-9675
|
multiple_choice
|
Which type of isomers generally have lower boiling and melting points than straight-chain isomers?
|
[
"straight-chain isomers",
"branched-looping isomers",
"branched-chain isomers",
"branched - solar isomers"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
the data allow the calculation of heat of formation for isomers. For example, the pentanes:
n-pentane = 2P + 3S = -35 (exp. -35 kcal/mol)
isopentane = 3P + S + T + 1 gauche correction = -36.6 (exp. -36.7 kcal/mol)
neopentane = 4P + Q = 40.1 (exp. 40.1 kcal/mol)
The group additivities for alkenes are:
Cd-(H2) +6.27
Cd-(C)(D) +8.55
Cd-(C)2 +10.19
Cd-(Cd)(H) +6.78
Cd-(Cd)(C) +8.76
C-(Cd)(H)3 -10.00
C-(Cd)(C)(H)2 -4.80
C-(Cd)(C)2(H) -1.67
C-(Cd)(C)3 +1.77
C-(Cd)2(H)2 -4.30
cis correction +1.10
alkene gauche correction +0.80
In alkenes the cis isomer is always less s
Document 2:::
A liquid–liquid critical point (or LLCP) is the endpoint of a liquid–liquid phase transition line (LLPT); it is a critical point where two types of local structures coexist at the exact ratio of unity. This hypothesis was first developed by Peter Poole, Francesco Sciortino, Uli Essmann and H. Eugene Stanley in Boston to obtain a quantitative understanding of the huge number of anomalies present in water.
Near a liquid–liquid critical point, there is always a competition between two alternative local structures. For instance, in supercooled water, two types of local structures have been predicted: a low-density local configuration (LD) and a high-density local configuration (HD), so above the critical pressure, the liquid is composed by a majority of HD local structure, while below the critical pressure a higher fraction of LD local configurations is present. The ratio between HD and LD configurations is determined according to the thermodynamic equilibrium of the system, which is often governed by external variables such as pressure and temperature.
The liquid–liquid critical point theory can be applied to several liquids that possess the tetrahedral symmetry. The study of liquid–liquid critical points is an active research area with hundreds of articles having been published, though only a few of these investigations have been experimental since most modern probing techniques are not fast and/or sensitive enough to study them.
Document 3:::
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 4:::
Boiling is the rapid phase transition from liquid to gas or vapor; the reverse of boiling is condensation. Boiling occurs when a liquid is heated to its boiling point, so that the vapour pressure of the liquid is equal to the pressure exerted on the liquid by the surrounding atmosphere. Boiling and evaporation are the two main forms of liquid vapourization.
There are two main types of boiling: nucleate boiling where small bubbles of vapour form at discrete points, and critical heat flux boiling where the boiling surface is heated above a certain critical temperature and a film of vapour forms on the surface. Transition boiling is an intermediate, unstable form of boiling with elements of both types. The boiling point of water is 100 °C or 212 °F but is lower with the decreased atmospheric pressure found at higher altitudes.
Boiling water is used as a method of making it potable by killing microbes and viruses that may be present. The sensitivity of different micro-organisms to heat varies, but if water is held at for one minute, most micro-organisms and viruses are inactivated. Ten minutes at a temperature of 70 °C (158 °F) is also sufficient to inactivate most bacteria.
Boiling water is also used in several cooking methods including boiling, steaming, and poaching.
Types
Free convection
The lowest heat flux seen in boiling is only sufficient to cause [natural convection], where the warmer fluid rises due to its slightly lower density. This condition occurs only when the superheat is very low, meaning that the hot surface near the fluid is nearly the same temperature as the boiling point.
Nucleate
Nucleate boiling is characterised by the growth of bubbles or pops on a heated surface (heterogeneous nucleation), which rises from discrete points on a surface, whose temperature is only slightly above the temperature of the liquid. In general, the number of nucleation sites is increased by an increasing surface temperature.
An irregular surface of the boiling
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which type of isomers generally have lower boiling and melting points than straight-chain isomers?
A. straight-chain isomers
B. branched-looping isomers
C. branched-chain isomers
D. branched - solar isomers
Answer:
|
|
ai2_arc-1069
|
multiple_choice
|
A handheld sewing machine uses a battery to make a needle move. The needle goes up and down quickly. Which energy change is taking place?
|
[
"Motion changes to chemical energy.",
"Stored energy changes to motion.",
"Electricity changes to stored energy.",
"Heat changes to electricity."
] |
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:::
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 Biopac Student Lab is a proprietary teaching device and method introduced in 1995 as a digital replacement for aging chart recorders and oscilloscopes that were widely used in undergraduate teaching laboratories prior to that time. It is manufactured by BIOPAC Systems, Inc., of Goleta, California. The advent of low cost personal computers meant that older analog technologies could be replaced with powerful and less expensive computerized alternatives.
Students in undergraduate teaching labs use the BSL system to record data from their own bodies, animals or tissue preparations. The BSL system integrates hardware, software and curriculum materials including over sixty experiments that students use to study the cardiovascular system, muscles, pulmonary function, autonomic nervous system, and the brain.
History of physiology and electricity
One of the more complicated concepts for students to grasp is the fact that electricity is flowing throughout a living body at all times and that it is possible to use the signals to measure the performance and health of individual parts of the body. The Biopac Student Lab System helps to explain the concept and allows students to understand physiology.
Physiology and electricity share a common history, with some of the pioneering work in each field being done in the late 18th century by Count Alessandro Giuseppe Antonio Anastasio Volta and Luigi Galvani. Count Volta invented the battery and had a unit of electrical measurement named in his honor (the Volt). These early researchers studied "animal electricity" and were among the first to realize that applying an electrical signal to an isolated animal muscle caused it to twitch. The Biopac Student Lab uses procedures similar to Count Volta’s to demonstrate how muscles can be electrically stimulated.
Concept
The BSL system includes data acquisition hardware with built-in universal amplifiers to record and condition electrical signals from the heart, muscle, nerve, brain, eye,
Document 3:::
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 4:::
The term ideal machine refers to a hypothetical mechanical system in which energy and power are not lost or dissipated through friction, deformation, wear, or other inefficiencies. Ideal machines have the theoretical maximum performance, and therefore are used as a baseline for evaluating the performance of real machine systems.
A simple machine, such as a lever, pulley, or gear train, is "ideal" if the power input is equal to the power output of the device, which means there are no losses. In this case, the mechanical efficiency is 100%.
Mechanical efficiency is the performance of the machine compared to its theoretical maximum as performed by an ideal machine. The mechanical efficiency of a simple machine is calculated by dividing the actual power output by the ideal power output. This is usually expressed as a percentage.
Power loss in a real system can occur in many ways, such as through friction, deformation, wear, heat losses, incomplete chemical conversion, magnetic and electrical losses.
Criteria
A machine consists of a power source and a mechanism for the controlled use of this power. The power source often relies on chemical conversion to generate heat which is then used to generate power. Each stage of the process of power generation has a maximum performance limit which is identified as ideal.
Once the power is generated the mechanism components of the machine direct it toward useful forces and movement. The ideal mechanism does not absorb any power, which means the power input is equal to the power output.
An example is the automobile engine (internal combustion engine) which burns fuel (an exothermic chemical reaction) inside a cylinder and uses the expanding gases to drive a piston. The movement of the piston rotates the crank shaft. The remaining mechanical components such as the transmission, drive shaft, differential, axles and wheels form the power transmission mechanism that directs the power from the engine into friction forces o
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A handheld sewing machine uses a battery to make a needle move. The needle goes up and down quickly. Which energy change is taking place?
A. Motion changes to chemical energy.
B. Stored energy changes to motion.
C. Electricity changes to stored energy.
D. Heat changes to electricity.
Answer:
|
|
scienceQA-4698
|
multiple_choice
|
How long is a hiking trail?
|
[
"4 inches",
"4 yards",
"4 feet",
"4 miles"
] |
D
|
The best estimate for the length of a hiking trail is 4 miles.
4 inches, 4 feet, and 4 yards are all too short.
|
Relavent Documents:
Document 0:::
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 1:::
Advanced Placement (AP) Calculus (also known as AP Calc, Calc AB / Calc BC or simply AB / BC) is a set of two distinct Advanced Placement calculus courses and exams offered by the American nonprofit organization College Board. AP Calculus AB covers basic introductions to limits, derivatives, and integrals. AP Calculus BC covers all AP Calculus AB topics plus additional topics (including integration by parts, Taylor series, parametric equations, vector calculus, and polar coordinate functions).
AP Calculus AB
AP Calculus AB is an Advanced Placement calculus course. It is traditionally taken after precalculus and is the first calculus course offered at most schools except for possibly a regular calculus class. The Pre-Advanced Placement pathway for math helps prepare students for further Advanced Placement classes and exams.
Purpose
According to the College Board:
Topic outline
The material includes the study and application of differentiation and integration, and graphical analysis including limits, asymptotes, and continuity. An AP Calculus AB course is typically equivalent to one semester of college calculus.
Analysis of graphs (predicting and explaining behavior)
Limits of functions (one and two sided)
Asymptotic and unbounded behavior
Continuity
Derivatives
Concept
At a point
As a function
Applications
Higher order derivatives
Techniques
Integrals
Interpretations
Properties
Applications
Techniques
Numerical approximations
Fundamental theorem of calculus
Antidifferentiation
L'Hôpital's rule
Separable differential equations
AP Calculus BC
AP Calculus BC is equivalent to a full year regular college course, covering both Calculus I and II. After passing the exam, students may move on to Calculus III (Multivariable Calculus).
Purpose
According to the College Board,
Topic outline
AP Calculus BC includes all of the topics covered in AP Calculus AB, as well as the following:
Convergence tests for series
Taylor series
Parametric equations
Polar functions (inclu
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 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:::
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.
How long is a hiking trail?
A. 4 inches
B. 4 yards
C. 4 feet
D. 4 miles
Answer:
|
scienceQA-6002
|
multiple_choice
|
Select the vertebrate.
|
[
"curlyhair tarantula",
"emerald tree boa",
"red-spotted purple butterfly",
"bess beetle"
] |
B
|
An emerald tree boa is a reptile. Like other reptiles, an emerald tree boa is a vertebrate. It has a backbone.
A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other tarantulas, a curlyhair tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.
|
Relavent Documents:
Document 0:::
Vertebrate zoology is the biological discipline that consists of the study of Vertebrate animals, i.e., animals with a backbone, such as fish, amphibians, reptiles, birds and mammals. Many natural history museums have departments named Vertebrate Zoology. In some cases whole museums bear this name, e.g. the Museum of Vertebrate Zoology at the University of California, Berkeley.
Subdivisions
This subdivision of zoology has many further subdivisions, including:
Ichthyology - the study of fishes.
Mammalogy - the study of mammals.
Chiropterology - the study of bats.
Primatology - the study of primates.
Ornithology - the study of birds.
Herpetology - the study of reptiles.
Batrachology - the study of amphibians.
These divisions are sometimes further divided into more specific specialties.
Document 1:::
Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology.
Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago.
Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad
Document 2:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
Document 3:::
In zoology, mammalogy is the study of mammals – a class of vertebrates with characteristics such as homeothermic metabolism, fur, four-chambered hearts, and complex nervous systems. Mammalogy has also been known as "mastology," "theriology," and "therology." The archive of number of mammals on earth is constantly growing, but is currently set at 6,495 different mammal species including recently extinct. There are 5,416 living mammals identified on earth and roughly 1,251 have been newly discovered since 2006. The major branches of mammalogy include natural history, taxonomy and systematics, anatomy and physiology, ethology, ecology, and management and control. The approximate salary of a mammalogist varies from $20,000 to $60,000 a year, depending on their experience. Mammalogists are typically involved in activities such as conducting research, managing personnel, and writing proposals.
Mammalogy branches off into other taxonomically-oriented disciplines such as primatology (study of primates), and cetology (study of cetaceans). Like other studies, mammalogy is also a part of zoology which is also a part of biology, the study of all living things.
Research purposes
Mammalogists have stated that there are multiple reasons for the study and observation of mammals. Knowing how mammals contribute or thrive in their ecosystems gives knowledge on the ecology behind it. Mammals are often used in business industries, agriculture, and kept for pets. Studying mammals habitats and source of energy has led to aiding in survival. The domestication of some small mammals has also helped discover several different diseases, viruses, and cures.
Mammalogist
A mammalogist studies and observes mammals. In studying mammals, they can observe their habitats, contributions to the ecosystem, their interactions, and the anatomy and physiology. A mammalogist can do a broad variety of things within the realm of mammals. A mammalogist on average can make roughly $58,000 a year. This dep
Document 4:::
The Reptile Database is a scientific database that collects taxonomic information on all living reptile species (i.e. no fossil species such as dinosaurs). The database focuses on species (as opposed to higher ranks such as families) and has entries for all currently recognized ~13,000 species and their subspecies, although there is usually a lag time of up to a few months before newly described species become available online. The database collects scientific and common names, synonyms, literature references, distribution information, type information, etymology, and other taxonomically relevant information.
History
The database was founded in 1995 as EMBL Reptile Database when the founder, Peter Uetz, was a graduate student at the European Molecular Biology Laboratory (EMBL) in Heidelberg, Germany. Thure Etzold had developed the first web interface for the EMBL DNA sequence database which was also used as interface for the Reptile Database. In 2006 the database moved to The Institute of Genomic Research (TIGR) and briefly operated as TIGR Reptile Database until TIGR was merged into the J Craig Venter Institute (JCVI) where Uetz was an associate professor until 2010. Since 2010 the database has been maintained on servers in the Czech Republic under the supervision of Peter Uetz and Jirí Hošek, a Czech programmer. The database celebrated its 25th anniversary together with AmphibiaWeb which had its 20th anniversary in 2021.
Content
As of September 2020, the Reptile Database lists about 11,300 species (including another ~2,200 subspecies) in about 1200 genera (see figure), and has more than 50,000 literature references and about 15,000 photos. The database has constantly grown since its inception with an average of 100 to 200 new species described per year over the preceding decade. Recently, the database also added a more or less complete list of primary type specimens.
Relationship to other databases
The Reptile Database has been a member of the Species 2000 pro
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the vertebrate.
A. curlyhair tarantula
B. emerald tree boa
C. red-spotted purple butterfly
D. bess beetle
Answer:
|
sciq-5140
|
multiple_choice
|
What happens to a chain of amino acids after it reaches a stop codon?
|
[
"stays in ribosome",
"released from the ribosome",
"metabolism begins",
"digestion stops"
] |
B
|
Relavent Documents:
Document 0:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
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:::
Amino acid synthesis is the set of biochemical processes (metabolic pathways) by which the amino acids are produced. The substrates for these processes are various compounds in the organism's diet or growth media. Not all organisms are able to synthesize all amino acids. For example, humans can synthesize 11 of the 20 standard amino acids. These 11 are called the non-essential amino acids).
α-Ketoglutarates: glutamate, glutamine, proline, arginine
Most amino acids are synthesized from α-ketoacids, and later transaminated from another amino acid, usually glutamate. The enzyme involved in this reaction is an aminotransferase.
α-ketoacid + glutamate ⇄ amino acid + α-ketoglutarate
Glutamate itself is formed by amination of α-ketoglutarate:
α-ketoglutarate + ⇄ glutamate
The α-ketoglutarate family of amino acid synthesis (synthesis of glutamate, glutamine, proline and arginine) begins with α-ketoglutarate, an intermediate in the Citric Acid Cycle. The concentration of α-ketoglutarate is dependent on the activity and metabolism within the cell along with the regulation of enzymatic activity. In E. coli citrate synthase, the enzyme involved in the condensation reaction initiating the Citric Acid Cycle is strongly inhibited by α-ketoglutarate feedback inhibition and can be inhibited by DPNH as well high concentrations of ATP. This is one of the initial regulations of the α-ketoglutarate family of amino acid synthesis.
The regulation of the synthesis of glutamate from α-ketoglutarate is subject to regulatory control of the Citric Acid Cycle as well as mass action dependent on the concentrations of reactants involved due to the reversible nature of the transamination and glutamate dehydrogenase reactions.
The conversion of glutamate to glutamine is regulated by glutamine synthetase (GS) and is a key step in nitrogen metabolism. This enzyme is regulated by at least four different mechanisms: 1. Repression and depression due to nitrogen levels; 2. Activation and inact
Document 3:::
In molecular biology, protein catabolism is the breakdown of proteins into smaller peptides and ultimately into amino acids. Protein catabolism is a key function of digestion process. Protein catabolism often begins with pepsin, which converts proteins into polypeptides. These polypeptides are then further degraded. In humans, the pancreatic proteases include trypsin, chymotrypsin, and other enzymes. In the intestine, the small peptides are broken down into amino acids that can be absorbed into the bloodstream. These absorbed amino acids can then undergo amino acid catabolism, where they are utilized as an energy source or as precursors to new proteins.
The amino acids produced by catabolism may be directly recycled to form new proteins, converted into different amino acids, or can undergo amino acid catabolism to be converted to other compounds via the Krebs cycle.
Interface with other metabolic and salvage pathways
Protein catabolism produces amino acids that are used to form bacterial proteins or oxidized to meet the energy needs of the cell. The amino acids that are produced by protein catabolism can then be further catabolized in amino acid catabolism. Among the several degradative processes for amino acids are Deamination (removal of an amino group), transamination (transfer of amino group), decarboxylation (removal of carboxyl group), and dehydrogenation (removal of hydrogen). Degradation of amino acids can function as part of a salvage pathway, whereby parts of degraded amino acids are used to create new amino acids, or as part of a metabolic pathway whereby the amino acid is broken down to release or recapture chemical energy. For example, the chemical energy that is released by oxidization in a dehydrogenation reaction can be used to reduce NAD+ to NADH, which can then be fed directly into the Krebs/Citric Acid (TCA) Cycle.
Protein degradation
Protein degradation differs from protein catabolism. Proteins are produced and destroyed routinely as par
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 happens to a chain of amino acids after it reaches a stop codon?
A. stays in ribosome
B. released from the ribosome
C. metabolism begins
D. digestion stops
Answer:
|
|
sciq-4426
|
multiple_choice
|
What is the ability of an atom to emit, or give off, charged particles and energy from the nucleus?
|
[
"magnetism",
"radioactivity",
"electrolysis",
"electromagnetism"
] |
B
|
Relavent Documents:
Document 0:::
Atomic physics is the field of physics that studies atoms as an isolated system of electrons and an atomic nucleus. Atomic physics typically refers to the study of atomic structure and the interaction between atoms. It is primarily concerned with the way in which electrons are arranged around the nucleus and
the processes by which these arrangements change. This comprises ions, neutral atoms and, unless otherwise stated, it can be assumed that the term atom includes ions.
The term atomic physics can be associated with nuclear power and nuclear weapons, due to the synonymous use of atomic and nuclear in standard English. Physicists distinguish between atomic physics—which deals with the atom as a system consisting of a nucleus and electrons—and nuclear physics, which studies nuclear reactions and special properties of atomic nuclei.
As with many scientific fields, strict delineation can be highly contrived and atomic physics is often considered in the wider context of atomic, molecular, and optical physics. Physics research groups are usually so classified.
Isolated atoms
Atomic physics primarily considers atoms in isolation. Atomic models will consist of a single nucleus that may be surrounded by one or more bound electrons. It is not concerned with the formation of molecules (although much of the physics is identical), nor does it examine atoms in a solid state as condensed matter. It is concerned with processes such as ionization and excitation by photons or collisions with atomic particles.
While modelling atoms in isolation may not seem realistic, if one considers atoms in a gas or plasma then the time-scales for atom-atom interactions are huge in comparison to the atomic processes that are generally considered. This means that the individual atoms can be treated as if each were in isolation, as the vast majority of the time they are. By this consideration, atomic physics provides the underlying theory in plasma physics and atmospheric physics, even though
Document 1:::
Electron scattering occurs when electrons are displaced from their original trajectory. This is due to the electrostatic forces within matter interaction or, if an external magnetic field is present, the electron may be deflected by the Lorentz force. This scattering typically happens with solids such as metals, semiconductors and insulators; and is a limiting factor in integrated circuits and transistors.
The application of electron scattering is such that it can be used as a high resolution microscope for hadronic systems, that allows the measurement of the distribution of charges for nucleons and nuclear structure. The scattering of electrons has allowed us to understand that protons and neutrons are made up of the smaller elementary subatomic particles called quarks.
Electrons may be scattered through a solid in several ways:
Not at all: no electron scattering occurs at all and the beam passes straight through.
Single scattering: when an electron is scattered just once.
Plural scattering: when electron(s) scatter several times.
Multiple scattering: when electron(s) scatter many times over.
The likelihood of an electron scattering and the degree of the scattering is a probability function of the specimen thickness to the mean free path.
History
The principle of the electron was first theorised in the period of 1838-1851 by a natural philosopher by the name of Richard Laming who speculated the existence of sub-atomic, unit charged particles; he also pictured the atom as being an 'electrosphere' of concentric shells of electrical particles surrounding a material core.
It is generally accepted that J. J. Thomson first discovered the electron in 1897, although other notable members in the development in charged particle theory are George Johnstone Stoney (who coined the term "electron"), Emil Wiechert (who was first to publish his independent discovery of the electron), Walter Kaufmann, Pieter Zeeman and Hendrik Lorentz.
Compton scattering was first observed at
Document 2:::
The electric dipole moment is a measure of the separation of positive and negative electrical charges within a system, that is, a measure of the system's overall polarity. The SI unit for electric dipole moment is the coulomb-meter (C⋅m). The debye (D) is another unit of measurement used in atomic physics and chemistry.
Theoretically, an electric dipole is defined by the first-order term of the multipole expansion; it consists of two equal and opposite charges that are infinitesimally close together, although real dipoles have separated charge.
Elementary definition
Often in physics the dimensions of a massive object can be ignored and can be treated as a pointlike object, i.e. a point particle. Point particles with electric charge are referred to as point charges. Two point charges, one with charge and the other one with charge separated by a distance , constitute an electric dipole (a simple case of an electric multipole). For this case, the electric dipole moment has a magnitude and is directed from the negative charge to the positive one. Some authors may split in half and use since this quantity is the distance between either charge and the center of the dipole, leading to a factor of two in the definition.
A stronger mathematical definition is to use vector algebra, since a quantity with magnitude and direction, like the dipole moment of two point charges, can be expressed in vector form where is the displacement vector pointing from the negative charge to the positive charge. The electric dipole moment vector also points from the negative charge to the positive charge. With this definition the dipole direction tends to align itself with an external electric field (and note that the electric flux lines produced by the charges of the dipole itself, which point from positive charge to negative charge then tend to oppose the flux lines of the external field). Note that this sign convention is used in physics, while the opposite sign convention for th
Document 3:::
The elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 .
In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one.
In the centimetre–gram–second system of units (CGS), the corresponding quantity is .
Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865.
As a unit
In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron.
In other natural unit systems, the unit of charge is defined as with the result that
where is the fine-structure constant, is the speed of light, is
Document 4:::
In physics and chemistry, ionization energy (IE) (American English spelling), ionisation energy (British English spelling) is the minimum energy required to remove the most loosely bound electron of an isolated gaseous atom, positive ion, or molecule. The first ionization energy is quantitatively expressed as
X(g) + energy ⟶ X+(g) + e−
where X is any atom or molecule, X+ is the resultant ion when the original atom was stripped of a single electron, and e− is the removed electron. Ionization energy is positive for neutral atoms, meaning that the ionization is an endothermic process. Roughly speaking, the closer the outermost electrons are to the nucleus of the atom, the higher the atom's ionization energy.
In physics, ionization energy is usually expressed in electronvolts (eV) or joules (J). In chemistry, it is expressed as the energy to ionize a mole of atoms or molecules, usually as kilojoules per mole (kJ/mol) or kilocalories per mole (kcal/mol).
Comparison of ionization energies of atoms in the periodic table reveals two periodic trends which follow the rules of Coulombic attraction:
Ionization energy generally increases from left to right within a given period (that is, row).
Ionization energy generally decreases from top to bottom in a given group (that is, column).
The latter trend results from the outer electron shell being progressively farther from the nucleus, with the addition of one inner shell per row as one moves down the column.
The nth ionization energy refers to the amount of energy required to remove the most loosely bound electron from the species having a positive charge of (n − 1). For example, the first three ionization energies are defined as follows:
1st ionization energy is the energy that enables the reaction X ⟶ X+ + e−
2nd ionization energy is the energy that enables the reaction X+ ⟶ X2+ + e−
3rd ionization energy is the energy that enables the reaction X2+ ⟶ X3+ + e−
The most notable influences that determine ionization ener
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the ability of an atom to emit, or give off, charged particles and energy from the nucleus?
A. magnetism
B. radioactivity
C. electrolysis
D. electromagnetism
Answer:
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|
sciq-10443
|
multiple_choice
|
What is a hydrocarbon in which the carbon chain joins to itself in a ring?
|
[
"circular hydrocarbon",
"asymmetrical hydrocarbon",
"acid hydrocarbon",
"cyclic hydrocarbon"
] |
D
|
Relavent Documents:
Document 0:::
A carbon–carbon bond is a covalent bond between two carbon atoms. The most common form is the single bond: a bond composed of two electrons, one from each of the two atoms. The carbon–carbon single bond is a sigma bond and is formed between one hybridized orbital from each of the carbon atoms. In ethane, the orbitals are sp3-hybridized orbitals, but single bonds formed between carbon atoms with other hybridizations do occur (e.g. sp2 to sp2). In fact, the carbon atoms in the single bond need not be of the same hybridization. Carbon atoms can also form double bonds in compounds called alkenes or triple bonds in compounds called alkynes. A double bond is formed with an sp2-hybridized orbital and a p-orbital that is not involved in the hybridization. A triple bond is formed with an sp-hybridized orbital and two p-orbitals from each atom. The use of the p-orbitals forms a pi bond.
Chains and branching
Carbon is one of the few elements that can form long chains of its own atoms, a property called catenation. This coupled with the strength of the carbon–carbon bond gives rise to an enormous number of molecular forms, many of which are important structural elements of life, so carbon compounds have their own field of study: organic chemistry.
Branching is also common in C−C skeletons. Carbon atoms in a molecule are categorized by the number of carbon neighbors they have:
A primary carbon has one carbon neighbor.
A secondary carbon has two carbon neighbors.
A tertiary carbon has three carbon neighbors.
A quaternary carbon has four carbon neighbors.
In "structurally complex organic molecules", it is the three-dimensional orientation of the carbon–carbon bonds at quaternary loci which dictates the shape of the molecule. Further, quaternary loci are found in many biologically active small molecules, such as cortisone and morphine.
Synthesis
Carbon–carbon bond-forming reactions are organic reactions in which a new carbon–carbon bond is formed. They are important in th
Document 1:::
A cyclic compound (or ring compound) is a term for a compound in the field of chemistry in which one or more series of atoms in the compound is connected to form a ring. Rings may vary in size from three to many atoms, and include examples where all the atoms are carbon (i.e., are carbocycles), none of the atoms are carbon (inorganic cyclic compounds), or where both carbon and non-carbon atoms are present (heterocyclic compounds with rings containing both carbon and non-carbon). Depending on the ring size, the bond order of the individual links between ring atoms, and their arrangements within the rings, carbocyclic and heterocyclic compounds may be aromatic or non-aromatic; in the latter case, they may vary from being fully saturated to having varying numbers of multiple bonds between the ring atoms. Because of the tremendous diversity allowed, in combination, by the valences of common atoms and their ability to form rings, the number of possible cyclic structures, even of small size (e.g., < 17 total atoms) numbers in the many billions.
Adding to their complexity and number, closing of atoms into rings may lock particular atoms with distinct substitution (by functional groups) such that stereochemistry and chirality of the compound results, including some manifestations that are unique to rings (e.g., configurational isomers). As well, depending on ring size, the three-dimensional shapes of particular cyclic structures – typically rings of five atoms and larger – can vary and interconvert such that conformational isomerism is displayed. Indeed, the development of this important chemical concept arose historically in reference to cyclic compounds. Finally, cyclic compounds, because of the unique shapes, reactivities, properties, and bioactivities that they engender, are the majority of all molecules involved in the biochemistry, structure, and function of living organisms, and in man-made molecules such as drugs, pesticides, etc.
Structure and classification
A cy
Document 2:::
A bicyclic molecule () is a molecule that features two joined rings. Bicyclic structures occur widely, for example in many biologically important molecules like α-thujene and camphor. A bicyclic compound can be carbocyclic (all of the ring atoms are carbons), or heterocyclic (the rings' atoms consist of at least two elements), like DABCO. Moreover, the two rings can both be aliphatic (e.g. decalin and norbornane), or can be aromatic (e.g. naphthalene), or a combination of aliphatic and aromatic (e.g. tetralin).
Three modes of ring junction are possible for a bicyclic compound:
In spiro compounds, the two rings share only one single atom, the spiro atom, which is usually a quaternary carbon. An example of a spirocyclic compound is the photochromic switch spiropyran.
In fused/condensed bicyclic compounds, two rings share two adjacent atoms. In other words, the rings share one covalent bond, i.e. the bridgehead atoms are directly connected (e.g. α-thujene and decalin).
In bridged bicyclic compounds, the two rings share three or more atoms, separating the two bridgehead atoms by a bridge containing at least one atom. For example, norbornane, also known as bicyclo[2.2.1]heptane, can be viewed as a pair of cyclopentane rings each sharing three of their five carbon atoms. Camphor is a more elaborate example.
Nomenclature
Bicyclic molecules are described by IUPAC nomenclature. The root of the compound name depends on the total number of atoms in all rings together, possibly followed by a suffix denoting the functional group with the highest priority. Numbering of the carbon chain always begins at one bridgehead atom (where the rings meet) and follows the carbon chain along the longest path, to the next bridgehead atom. Then numbering is continued along the second longest path and so on. Fused and bridged bicyclic compounds get the prefix bicyclo, whereas spirocyclic compounds get the prefix spiro. In between the prefix and the suffix, a pair of brackets with numerals
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 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a hydrocarbon in which the carbon chain joins to itself in a ring?
A. circular hydrocarbon
B. asymmetrical hydrocarbon
C. acid hydrocarbon
D. cyclic hydrocarbon
Answer:
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|
sciq-6386
|
multiple_choice
|
What simple machine works with a wheel and axle in a wheelbarrow?
|
[
"blade",
"hammer",
"lever",
"pulley"
] |
C
|
Relavent Documents:
Document 0:::
Machine element or hardware refers to an elementary component of a machine. These elements consist of three basic types:
structural components such as frame members, bearings, axles, splines, fasteners, seals, and lubricants,
mechanisms that control movement in various ways such as gear trains, belt or chain drives, linkages, cam and follower systems, including brakes and clutches, and
control components such as buttons, switches, indicators, sensors, actuators and computer controllers.
While generally not considered to be a machine element, the shape, texture and color of covers are an important part of a machine that provide a styling and operational interface between the mechanical components of a machine and its users.
Machine elements are basic mechanical parts and features used as the building blocks of most machines. Most are standardized to common sizes, but customs are also common for specialized applications.
Machine elements may be features of a part (such as screw threads or integral plain bearings) or they may be discrete parts in and of themselves such as wheels, axles, pulleys, rolling-element bearings, or gears. All of the simple machines may be described as machine elements, and many machine elements incorporate concepts of one or more simple machines. For example, a leadscrew incorporates a screw thread, which is an inclined plane wrapped around a cylinder.
Many mechanical design, invention, and engineering tasks involve a knowledge of various machine elements and an intelligent and creative combining of these elements into a component or assembly that fills a need (serves an application).
Structural elements
Beams,
Struts,
Bearings,
Fasteners
Keys,
Splines,
Cotter pin,
Seals
Machine guardings
Mechanical elements
Engine,
Electric motor,
Actuator,
Shafts,
Couplings
Belt,
Chain,
Cable drives,
Gear train,
Clutch,
Brake,
Flywheel,
Cam,
follower systems,
Linkage,
Simple machine
Types
Shafts
Document 1:::
A simple machine that exhibits mechanical advantage is called a mechanical advantage device - e.g.:
Lever: The beam shown is in static equilibrium around the fulcrum. This is due to the moment created by vector force "A" counterclockwise (moment A*a) being in equilibrium with the moment created by vector force "B" clockwise (moment B*b). The relatively low vector force "B" is translated in a relatively high vector force "A". The force is thus increased in the ratio of the forces A : B, which is equal to the ratio of the distances to the fulcrum b : a. This ratio is called the mechanical advantage. This idealised situation does not take into account friction.
Wheel and axle motion (e.g. screwdrivers, doorknobs): A wheel is essentially a lever with one arm the distance between the axle and the outer point of the wheel, and the other the radius of the axle. Typically this is a fairly large difference, leading to a proportionately large mechanical advantage. This allows even simple wheels with wooden axles running in wooden blocks to still turn freely, because their friction is overwhelmed by the rotational force of the wheel multiplied by the mechanical advantage.
A block and tackle of multiple pulleys creates mechanical advantage, by having the flexible material looped over several pulleys in turn. Adding more loops and pulleys increases the mechanical advantage.
Screw: A screw is essentially an inclined plane wrapped around a cylinder. The run over the rise of this inclined plane is the mechanical advantage of a screw.
Pulleys
Consider lifting a weight with rope and pulleys. A rope looped through a pulley attached to a fixed spot, e.g. a barn roof rafter, and attached to the weight is called a single pulley. It has a mechanical advantage (MA) = 1 (assuming frictionless bearings in the pulley), moving no mechanical advantage (or disadvantage) however advantageous the change in direction may be.
A single movable pulley has an MA of 2 (assuming frictionless be
Document 2:::
Types of mill include the following:
Manufacturing facilities
Categorized by power source
Watermill, a mill powered by moving water
Windmill, a mill powered by moving air (wind)
Tide mill, a water mill that uses the tide's movement
Treadmill or treadwheel, a mill powered by human or animal movement
Horse mill, a mill powered by horses' movement
Categorized by not being a fixed building
Ship mill, a water mill that floats on the river or bay whose current or tide provides the water movement
Field mill (carriage), a portable mill
Categorized by what is made and/or acted on
Materials recovery facility, processes raw garbage and turns it into purified commodities like aluminum, PET, and cardboard by processing and crushing (compressing and baling) it.
Rice mill, processes paddy to rice
Bark mill, produces tanbark for tanneries
Coffee mill
Colloid mill
Cider mill, crushes apples to give cider
Drainage mills such as the Clayrack Drainage Mill are used to pump water from low-lying land.
Flotation mill, in mining, uses grinding and froth flotation to concentrate ores using differences in materials' hydrophobicity
Gristmill, a grain mill (flour mill)
Herb grinder
Oil mill, see expeller pressing, extrusion
Ore mill, for crushing and processing ore
Paper mill
Pellet mill
Powder mill, produces gunpowder
Puppy mill, a breeding facility that produces puppies on a large scale, where the welfare of the dogs is jeopardized for profits
Rock crusher
Sugar cane mill
Sawmill, a lumber mill
Millwork
starch mill
Steel mill
sugar mill (also called a sugar refinery), processes sugar beets or sugar cane into various finished products
Textile mills for textile manufacturing:
Cotton mill
Flax mill, for flax
Silk mill, for silk
woollen mill, see textile manufacturing
huller (also called a rice mill, or rice husker) is used to hull rice
Wire mill, for wire drawing
Other types
See :Category:Industrial buildings and structures
Industrial tools for size re
Document 3:::
A machine tool is a machine for handling or machining metal or other rigid materials, usually by cutting, boring, grinding, shearing, or other forms of deformations. Machine tools employ some sort of tool that does the cutting or shaping. All machine tools have some means of constraining the workpiece and provide a guided movement of the parts of the machine. Thus, the relative movement between the workpiece and the cutting tool (which is called the toolpath) is controlled or constrained by the machine to at least some extent, rather than being entirely "offhand" or "freehand". It is a power-driven metal cutting machine which assists in managing the needed relative motion between cutting tool and the job that changes the size and shape of the job material.
The precise definition of the term machine tool varies among users, as discussed below. While all machine tools are "machines that help people to make things", not all factory machines are machine tools.
Today machine tools are typically powered other than by the human muscle (e.g., electrically, hydraulically, or via line shaft), used to make manufactured parts (components) in various ways that include cutting or certain other kinds of deformation.
With their inherent precision, machine tools enabled the economical production of interchangeable parts.
Nomenclature and key concepts, interrelated
Many historians of technology consider that true machine tools were born when the toolpath first became guided by the machine itself in some way, at least to some extent, so that direct, freehand human guidance of the toolpath (with hands, feet, or mouth) was no longer the only guidance used in the cutting or forming process. In this view of the definition, the term, arising at a time when all tools up till then had been hand tools, simply provided a label for "tools that were machines instead of hand tools". Early lathes, those prior to the late medieval period, and modern woodworking lathes and potter's wheels m
Document 4:::
A rope drive is a form of belt drive, used for mechanical power transmission.
Rope drives use a number of circular section ropes, rather than a single flat or V-belt.
Multiple rope drive
The first multiple rope drive was a 9-rope drive of 200 bhp produced by Combe Barbour for their Falls Foundry, Belfast, in 1863. James Combe experimented first with circular ropes laid from leather strips, then from manila hemp. The idea of using rope drives had arisen from his earlier, 1856, experiments in using a rope drive together with an expanding vee pulley, as part of a Van Doorne or Variomatic transmission. Combe Barbour were makers of textile machinery and differential speed gearing was often needed as part of the spinning process, where one shaft could be smoothly adjusted to run slightly faster or slower than another.
Usage
Rope drives were most widely used for power-transmission in mills and factories, where a single mill engine would have a large rope drive to each floor, where lineshafts across each floor distribute power to the individual machines. These multiple rope drives replaced the earlier technique of a vertical wrought iron shaft with bevel gears at each floor. They remained in use for as long as mills were driven by central steam engines, rather than individual electric motors. Some were used with early electric motors, where these were large single motors driving a whole floor of machinery. A 1907 installation at Droylesden split the output of one motor between two floors with two new rope drives. Rope drives were rarely used in the internal-combustion era, although some were used with gas engines running on producer gas. A Yorkshire mill converted to use a 1,000 hp Allen diesel engine in 1938, and retained the rope drives.
Shaft drives had often used gearing from the engines to increase their speed, and thus their power transmission. This was avoided for rope drives, as the rope's maximum useful speed could be achieved from the engine's flywheel and f
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What simple machine works with a wheel and axle in a wheelbarrow?
A. blade
B. hammer
C. lever
D. pulley
Answer:
|
|
sciq-7215
|
multiple_choice
|
What kind of surface would cause diffusion when light is reflected off of it?
|
[
"smooth surfaces",
"cold surfaces",
"hot surfaces",
"rough surfaces"
] |
D
|
Relavent Documents:
Document 0:::
In immunology, surface probability is the amount of reflection of an antigen's secondary or tertiary structure to the outside of the molecule.
A greater surface probability means that an antigen is more likely to be immunogenic (i.e. induce the formation of antibodies).
Document 1:::
Interface and colloid science is an interdisciplinary intersection of branches of chemistry, physics, nanoscience and other fields dealing with colloids, heterogeneous systems consisting of a mechanical mixture of particles between 1 nm and 1000 nm dispersed in a continuous medium. A colloidal solution is a heterogeneous mixture in which the particle size of the substance is intermediate between a true solution and a suspension, i.e. between 1–1000 nm. Smoke from a fire is an example of a colloidal system in which tiny particles of solid float in air. Just like true solutions, colloidal particles are small and cannot be seen by the naked eye. They easily pass through filter paper. But colloidal particles are big enough to be blocked by parchment paper or animal membrane.
Interface and colloid science has applications and ramifications in the chemical industry, pharmaceuticals, biotechnology, ceramics, minerals, nanotechnology, and microfluidics, among others.
There are many books dedicated to this scientific discipline, and there is a glossary of terms, Nomenclature in Dispersion Science and Technology, published by the US National Institute of Standards and Technology.
See also
Interface (matter)
Electrokinetic phenomena
Surface science
Document 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:::
Surface diffusion is a general process involving the motion of adatoms, molecules, and atomic clusters (adparticles) at solid material surfaces. The process can generally be thought of in terms of particles jumping between adjacent adsorption sites on a surface, as in figure 1. Just as in bulk diffusion, this motion is typically a thermally promoted process with rates increasing with increasing temperature. Many systems display diffusion behavior that deviates from the conventional model of nearest-neighbor jumps. Tunneling diffusion is a particularly interesting example of an unconventional mechanism wherein hydrogen has been shown to diffuse on clean metal surfaces via the quantum tunneling effect.
Various analytical tools may be used to elucidate surface diffusion mechanisms and rates, the most important of which are field ion microscopy and scanning tunneling microscopy. While in principle the process can occur on a variety of materials, most experiments are performed on crystalline metal surfaces. Due to experimental constraints most studies of surface diffusion are limited to well below the melting point of the substrate, and much has yet to be discovered regarding how these processes take place at higher temperatures.
Surface diffusion rates and mechanisms are affected by a variety of factors including the strength of the surface-adparticle bond, orientation of the surface lattice, attraction and repulsion between surface species and chemical potential gradients. It is an important concept in surface phase formation, epitaxial growth, heterogeneous catalysis, and other topics in surface science. As such, the principles of surface diffusion are critical for the chemical production and semiconductor industries. Real-world applications relying heavily on these phenomena include catalytic converters, integrated circuits used in electronic devices, and silver halide salts used in photographic film.
Kinetics
Surface diffusion kinetics can be thought of in terms
Document 4:::
At equilibrium, the relationship between water content and equilibrium relative humidity of a material can be displayed graphically by a curve, the so-called moisture sorption isotherm.
For each humidity value, a sorption isotherm indicates the corresponding water content value at a given, constant temperature. If the composition or quality of the material changes, then its sorption behaviour also changes. Because of the complexity of sorption process the isotherms cannot be determined explicitly by calculation, but must be recorded experimentally for each product.
The relationship between water content and water activity (aw) is complex. An increase in aw is usually accompanied by an increase in water content, but in a non-linear fashion. This relationship between water activity and moisture content at a given temperature is called the moisture sorption isotherm. These curves are determined experimentally and constitute the fingerprint of a food system.
BET theory (Brunauer-Emmett-Teller) provides a calculation to describe the physical adsorption of gas molecules on a solid surface. Because of the complexity of the process, these calculations are only moderately successful; however, Stephen Brunauer was able to classify sorption isotherms into five generalized shapes as shown in Figure 2. He found that Type II and Type III isotherms require highly porous materials or desiccants, with first monolayer adsorption, followed by multilayer adsorption and finally leading to capillary condensation, explaining these materials high moisture capacity at high relative humidity.
Care must be used in extracting data from isotherms, as the representation for each axis may vary in its designation. Brunauer provided the vertical axis as moles of gas adsorbed divided by the moles of the dry material, and on the horizontal axis he used the ratio of partial pressure of the gas just over the sample, divided by its partial pressure at saturation. More modern isotherms showing the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of surface would cause diffusion when light is reflected off of it?
A. smooth surfaces
B. cold surfaces
C. hot surfaces
D. rough surfaces
Answer:
|
|
sciq-9159
|
multiple_choice
|
What is the only amphibian without legs?
|
[
"newts",
"caecilians",
"frogs",
"alligators"
] |
B
|
Relavent Documents:
Document 0:::
Molluscs
Ancylus fluviatilis
Aylacostoma species
Lymnaea ovata
Amphibians
Neurergus strauchii, a newt from Turkey
Pach
Document 1:::
AmphibiaWeb is an American non-profit website that provides information about amphibians. It is run by a group of universities working with the California Academy of Sciences: San Francisco State University, the University of California at Berkeley, University of Florida at Gainesville, and University of Texas at Austin.
AmphibiaWeb's goal is to provide a single page for every species of amphibian in the world so research scientists, citizen scientists and conservationists can collaborate. It added its 7000th animal in 2012, a glass frog from Peru. As of 2022, it hosted more than 8,400 species located worldwide.
Beginning
Scientist David Wake founded AmphibiaWeb in 2000. Wake had been inspired by the decline of amphibian populations across the world. He founded it at the Digital Library Project at the University of California at Berkeley in 2000. Wake came to consider AmphibiaWeb part of his legacy.
Uses
AmphibiaWeb provides information to the IUCN, CalPhotos, Encyclopedia of Life and iNaturalist, and the database is cited in scientific publications.
Document 2:::
Gerobatrachus is an extinct genus of amphibamid temnospondyl (represented by the type species Gerobatrachus hottoni) that lived in the Early Permian, approximately 290 million years ago (Ma), in the area that is now Baylor County, Texas. When it was first described in 2008, Gerobatrachus was announced to be the closest relative of Batrachia, the group that includes modern frogs and salamanders. It possesses a mixture of characteristics from both groups, including a large frog-like head and a salamander-like tail. These features have led to it being dubbed a frogamander by the press. Some more recent studies place Gerobatrachus as the closest relative of Lissamphibia, the group that contains all modern amphibians including frogs, salamanders, and caecilians, or place modern amphibians far from Gerobatrachus within a group called Lepospondyli.
Description
The only known specimen of Gerobatrachus is a nearly complete skeleton (USNM 489135) about long, that is articulated, preserved in ventral view, missing only the stylopodia, zeugopodia, and ventral portions of the skull and pectoral girdle. It is preserved in red siltstone with only its underside exposed. Like other amphibolid temnospondyls, Gerobatrachus has a rounded and flattened head, well-developed limbs, and a small tail. Its vertebral column is somewhat shorter than those of related amphibolids. The large, round head and shortened vertebral column are features Gerobatrachus shares in common with frogs and the early salamander Karaurus. Gerobatrachus also has a large embayment at the back of the skull called an optic notch, which is seen other amphibolids and in frogs and supports the tympanum, an eardrum-like structure used in hearing.
Many finer details of the skull link Gerobatrachus with modern amphibians. Gerobatrachus has a row of very small pedicellate teeth, a feature shared with modern amphibians. Pedicellate teeth are characterized by two layers of hardened dentine, one at the tooth base and one at
Document 3:::
The Radcliffe Zoological Laboratory was created in 1894 when Radcliffe College rented a room on the fifth floor of the Museum of Comparative Zoology at Harvard University to convert into a women's laboratory. In the 1880s Elizabeth Cary Agassiz, director of the Harvard Annex (which would become chartered as Radcliffe College in 1894), negotiated for the use of space for her students in the Museum of Comparative Zoology. Prior to the acquisition of this space, science laboratories were taught using inadequate facilities, converting spaces such as bathrooms in old houses into physics laboratories, which Harvard professors often refused to teach in.
Physical space and arrangements
The laboratory space was converted from an office or storage closet, and was sandwiched between other invertebrate storage rooms. This small space was poorly-lit and often cramped, as this was the only space Radcliffe women technically had access to. In 1908, in response to pressure from Radcliffe administrators to construct a women's restroom, Alexander Agassiz launched an inquiry about which spaces women were occupying within the building. Agassiz rejected the construction of this restroom because it would obstruct light from hallway windows, despite the fact that the closest women's restrooms to the Radcliffe Zoological Laboratory were within the Natural History Museum galleries, two floors below. Agassiz found that, while Harvard men occupied 14 rooms, Radcliffe women were spilling over from their single designated laboratory space into 3 other rooms. Herbert Spencer Jennings highlighted that segregating instruction by gender was challenging due to the limitation of space, noting that
Agassiz felt that the resources within the Museum of Comparative Zoology should not be ceded to Radcliffe, stating that 'it cannot expect us to sacrifice M.C.Z. for its needs in anyway'.
Institutional affiliations and degrees
Radcliffe did not grant PhDs until 1902. Between 1894 and 1902, multiple stude
Document 4:::
Eocaecilia is an extinct genus of gymnophionan amphibian from the early Jurassic Kayenta Formation of Arizona, United States. One species is described, Eocaecilia micropodia.
Eocaecilia shared some characteristics with salamanders and the now extinct microsaur amphibians. It was of small size, about 15 cm in length. Unlike modern caecilians, which are legless, Eocaecilia possessed small legs, and while modern caecilians have poorly developed eyes and spend a lot of time under ground, Eocaecilia'''s eyes were somewhat better developed. Although the precise ancestry of Eocaecilia'' is debated (and other caecilians by extension), it likely resided among the ancestral lepospondyl or temnospondyl amphibians of the Paleozoic and Mesozoic.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the only amphibian without legs?
A. newts
B. caecilians
C. frogs
D. alligators
Answer:
|
|
sciq-3955
|
multiple_choice
|
What causes genetic disorders?
|
[
"proteins",
"parasites",
"mutations",
"pollution"
] |
C
|
Relavent Documents:
Document 0:::
Genetics (from Ancient Greek , “genite” and that from , “origin”), a discipline of biology, is the science of heredity and variation in living organisms.
Articles (arranged alphabetically) related to genetics include:
#
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Document 1:::
Medical genetics is the branch of medicine that involves the diagnosis and management of hereditary disorders. Medical genetics differs from human genetics in that human genetics is a field of scientific research that may or may not apply to medicine, while medical genetics refers to the application of genetics to medical care. For example, research on the causes and inheritance of genetic disorders would be considered within both human genetics and medical genetics, while the diagnosis, management, and counselling people with genetic disorders would be considered part of medical genetics.
In contrast, the study of typically non-medical phenotypes such as the genetics of eye color would be considered part of human genetics, but not necessarily relevant to medical genetics (except in situations such as albinism). Genetic medicine is a newer term for medical genetics and incorporates areas such as gene therapy, personalized medicine, and the rapidly emerging new medical specialty, predictive medicine.
Scope
Medical genetics encompasses many different areas, including clinical practice of physicians, genetic counselors, and nutritionists, clinical diagnostic laboratory activities, and research into the causes and inheritance of genetic disorders. Examples of conditions that fall within the scope of medical genetics include birth defects and dysmorphology, intellectual disabilities, autism, mitochondrial disorders, skeletal dysplasia, connective tissue disorders, cancer genetics, and prenatal diagnosis. Medical genetics is increasingly becoming relevant to many common diseases. Overlaps with other medical specialties are beginning to emerge, as recent advances in genetics are revealing etiologies for morphologic, endocrine, cardiovascular, pulmonary, ophthalmologist, renal, psychiatric, and dermatologic conditions. The medical genetics community is increasingly involved with individuals who have undertaken elective genetic and genomic testing.
Subspecialties
In som
Document 2:::
The European Genetics Foundation (EGF) is a non-profit organization, dedicated to the training of young geneticists active in medicine, to continuing education in genetics/genomics and to the promotion of public understanding of genetics. Its main office is located in Bologna, Italy.
Background
In 1988 Prof. Giovanni Romeo, President of the European Genetics Foundation (EGF) and professor of Medical Genetics at the University of Bologna and Prof. Victor A. McKusick founded together the European School of Genetic Medicine (ESGM).
Since that time ESGM has taught genetics to postgraduate students (young M.D. and PhD) from some 70 different countries. Most of the courses are presented at ESGM's Main Training Center (MTC) in Bertinoro di Romagna (Italy), and are also available via webcast at authorized Remote Training Centers (RTC) in various countries in Europe and the Mediterranean area (Hybrid Courses). In the Netherlands and Switzerland, medical geneticists must attend at least one ESGM course before admission to their Board examinations.
For these reasons, the School has been able to expand and to obtain funding from the European Commission and from other international organizations.
Presentation of the Ronzano Project
The European School of Genetic Medicine was founded in 1988 and saw rapid success, which necessitated that an administrative body be formed. To this end the European Genetics Foundation was born in Genoa on 20 November 1995, with the following aims:
to run the ESGM, promoting the advanced scientific and professional training of young European Geneticists, with particular attention to the applications in the field of preventive medicine;
to promote public education about genetics discoveries;
to organize conferences, courses, international prizes and initiatives aimed at bringing together the scientific and humanistic disciplines.
The ESGM began receiving funding from the European Union and from other international organizations including the Eu
Document 3:::
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
Document 4:::
A geneticist is a biologist or physician who studies genetics, the science of genes, heredity, and variation of organisms. A geneticist can be employed as a scientist or a lecturer. Geneticists may perform general research on genetic processes or develop genetic technologies to aid in the pharmaceutical or and agriculture industries. Some geneticists perform experiments in model organisms such as Drosophila, C. elegans, zebrafish, rodents or humans and analyze data to interpret the inheritance of biological traits. A basic science geneticist is a scientist who usually has earned a PhD in genetics and undertakes research and/or lectures in the field. A medical geneticist is a physician who has been trained in medical genetics as a specialization and evaluates, diagnoses, and manages patients with hereditary conditions or congenital malformations; and provides genetic risk calculations and mutation analysis.
Education
Geneticists participate in courses from many areas, such as biology, chemistry, physics, microbiology, cell biology, bioinformatics, and mathematics. They also participate in more specific genetics courses such as molecular genetics, transmission genetics, population genetics, quantitative genetics, ecological genetics, epigenetics, and genomics.
Careers
Geneticists can work in many different fields, doing a variety of jobs. There are many careers for geneticists in medicine, agriculture, wildlife, general sciences, or many other fields.
Listed below are a few examples of careers a geneticist may pursue.
Research and Development
Genetic counseling
Clinical Research
Medical genetics
Gene therapy
Pharmacogenomics
Molecular ecology
Animal breeding
Genomics
Biotechnology
Proteomics
Microbial genetics
Teaching
Molecular diagnostics
Sales and Marketing of scientific products
Science Journalism
Patent Law
Paternity testing
Forensic DNA
Agriculture
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What causes genetic disorders?
A. proteins
B. parasites
C. mutations
D. pollution
Answer:
|
|
sciq-4180
|
multiple_choice
|
What system includes lymph organs, lymph vessels, lymph, and lymph nodes?
|
[
"immature",
"digestion",
"nervous",
"immune"
] |
D
|
Relavent Documents:
Document 0:::
The lymphatic system, or lymphoid system, is an organ system in vertebrates that is part of the immune system, and complementary to the circulatory system. It consists of a large network of lymphatic vessels, lymph nodes, lymphoid organs, lymphoid tissues and lymph. Lymph is a clear fluid carried by the lymphatic vessels back to the heart for re-circulation. (The Latin word for lymph, lympha, refers to the deity of fresh water, "Lympha").
Unlike the circulatory system that is a closed system, the lymphatic system is open. The human circulatory system processes an average of 20 litres of blood per day through capillary filtration, which removes plasma from the blood. Roughly 17 litres of the filtered blood is reabsorbed directly into the blood vessels, while the remaining three litres are left in the interstitial fluid. One of the main functions of the lymphatic system is to provide an accessory return route to the blood for the surplus three litres.
The other main function is that of immune defense. Lymph is very similar to blood plasma, in that it contains waste products and cellular debris, together with bacteria and proteins. The cells of the lymph are mostly lymphocytes. Associated lymphoid organs are composed of lymphoid tissue, and are the sites either of lymphocyte production or of lymphocyte activation. These include the lymph nodes (where the highest lymphocyte concentration is found), the spleen, the thymus, and the tonsils. Lymphocytes are initially generated in the bone marrow. The lymphoid organs also contain other types of cells such as stromal cells for support. Lymphoid tissue is also associated with mucosas such as mucosa-associated lymphoid tissue (MALT).
Fluid from circulating blood leaks into the tissues of the body by capillary action, carrying nutrients to the cells. The fluid bathes the tissues as interstitial fluid, collecting waste products, bacteria, and damaged cells, and then drains as lymph into the lymphatic capillaries and lymphatic
Document 1:::
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 2:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 3:::
Lymph node stromal cells are essential to the structure and function of the lymph node whose functions include: creating an internal tissue scaffold for the support of hematopoietic cells; the release of small molecule chemical messengers that facilitate interactions between hematopoietic cells; the facilitation of the migration of hematopoietic cells; the presentation of antigens to immune cells at the initiation of the adaptive immune system; and the homeostasis of lymphocyte numbers. Stromal cells originate from multipotent mesenchymal stem cells.
Structure
Lymph nodes are enclosed in an external fibrous capsule, from which thin walls of sinew called trabeculae penetrate into the lymph node, partially dividing it. Beneath the external capsule and along the courses of the trabeculae, are peritrabecular and subcapsular sinuses. These sinuses are cavities containing macrophages (specialised cells which help to keep the extracellular matrix in order).
The interior of the lymph node has two regions: the cortex and the medulla. In the cortex, lymphoid tissue is organized into nodules. In the nodules, T lymphocytes are located in the T cell zone. B lymphocytes are located in the B cell follicle. The primary B cell follicle matures in germinal centers. In the medulla are hematopoietic cells (which contribute to the formation of the blood) and stromal cells.
Near the medulla is the hilum of lymph node. This is the place where blood vessels enter and leave the lymph node and lymphatic vessels leave the lymph node. Lymph vessels entering the node do so along the perimeter (outer surface).
Function
The lymph nodes, the spleen and Peyer's patches, together are known as secondary lymphoid organs. Lymph nodes are found between lymphatic ducts and blood vessels. Afferent lymphatic vessels bring lymph fluid from the peripheral tissues to the lymph nodes. The lymph tissue in the lymph nodes consists of immune cells (95%), for example lymphocytes, and stromal cells (1% to
Document 4:::
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.
What system includes lymph organs, lymph vessels, lymph, and lymph nodes?
A. immature
B. digestion
C. nervous
D. immune
Answer:
|
|
sciq-6871
|
multiple_choice
|
Which process helps bacteria in the gut break down the remains of the digested food?
|
[
"fermentation",
"decomposition",
"oxidation",
"synthesis"
] |
A
|
Relavent Documents:
Document 0:::
Methanogens are a group of microorganisms that produce methane as a byproduct of their metabolism. They play an important role in the digestive system of ruminants. The digestive tract of ruminants contains four major parts: rumen, reticulum, omasum and abomasum. The food with saliva first passes to the rumen for breaking into smaller particles and then moves to the reticulum, where the food is broken into further smaller particles. Any indigestible particles are sent back to the rumen for rechewing. The majority of anaerobic microbes assisting the cellulose breakdown occupy the rumen and initiate the fermentation process. The animal absorbs the fatty acids, vitamins and nutrient content on passing the partially digested food from the rumen to the omasum. This decreases the pH level and initiates the release of enzymes for further breakdown of the food which later passes to the abomasum to absorb remaining nutrients before excretion. This process takes about 9–12 hours.
Some of the microbes in the ruminant digestive system are:
Document 1:::
The branches of microbiology can be classified into pure and applied sciences. Microbiology can be also classified based on taxonomy, in the cases of bacteriology, mycology, protozoology, and phycology. There is considerable overlap between the specific branches of microbiology with each other and with other disciplines, and certain aspects of these branches can extend beyond the traditional scope of microbiology
In general the field of microbiology can be divided in the more fundamental branch (pure microbiology) and the applied microbiology (biotechnology). In the more fundamental field the organisms are studied as the subject itself on a deeper (theoretical) level.
Applied microbiology refers to the fields where the micro-organisms are applied in certain processes such as brewing or fermentation. The organisms itself are often not studied as such, but applied to sustain certain processes.
Pure microbiology
Bacteriology: the study of bacteria
Mycology: the study of fungi
Protozoology: the study of protozoa
Phycology/algology: the study of algae
Parasitology: the study of parasites
Immunology: the study of the immune system
Virology: the study of viruses
Nematology: the study of nematodes
Microbial cytology: the study of microscopic and submicroscopic details of microorganisms
Microbial physiology: the study of how the microbial cell functions biochemically. Includes the study of microbial growth, microbial metabolism and microbial cell structure
Microbial pathogenesis: the study of pathogens which happen to be microbes
Microbial ecology: the relationship between microorganisms and their environment
Microbial genetics: the study of how genes are organized and regulated in microbes in relation to their cellular functions Closely related to the field of molecular biology
Cellular microbiology: a discipline bridging microbiology and cell biology
Evolutionary microbiology: the study of the evolution of microbes. This field can be subdivided into:
Micr
Document 2:::
Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use.
In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag
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Saprotrophic bacteria are bacteria that are typically soil-dwelling and utilize saprotrophic nutrition as their primary energy source. They are often associated with soil fungi that also use saprotrophic nutrition and both are classified as saprotrophs.
A saprotroph is a type of decomposer that feeds exclusively on dead and decaying plant matter. Saprotrophic organisms include fungi, bacteria, and water molds which are critical to decomposition and nutrient cycling, providing nutrition for consumers at higher trophic levels. They obtain nutrients via absorptive nutrition, in which nutrients are digested by a variety of enzymes and subsequently secreted by the saprotroph.
Community composition and proliferation rates of saprotrophic indicator bacteria are often considered signals of community health in soil, aquatic, and bodily systems.
Structure and life cycle
All saprotrophic bacteria are unicellular prokaryotes, and reproduce asexually through binary fission. Variation in the turnover times (the rate at which a nutrient is depleted and replaced in a particular nutrient pool) of the bacteria may be due in part to variation in environmental factors including temperature, soil moisture, soil pH, substrate type and concentration, plant genotype, and toxins. These factors can, in turn, alter the rates of decomposition and soil organic matter turnover, impacting ecosystem productivity.
When colonizing a new environment, the population of a saprotrophic strain of bacteria initially decreases and then reaches a point of population stabilization. While they are common in soil environments, they can persist anywhere with available food resources, such as in aquatic environments, or in fecal matter. As such, they are a common organism in waste products, where they break down various compounds to obtain nourishment.
Growth rate
Saprotrophic bacterial growth rate is very sensitive to changes in environmental conditions, making it a good variable to detect rapid and subt
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Microbiology of decomposition is the study of all microorganisms involved in decomposition, the chemical and physical processes during which organic matter is broken down and reduced to its original elements.
Decomposition microbiology can be divided into two fields of interest, namely the decomposition of plant materials and the decomposition of cadavers and carcasses.
The decomposition of plant materials is commonly studied in order to understand the cycling of carbon within a given environment and to understand the subsequent impacts on soil quality. Plant material decomposition is also often referred to as composting. The decomposition of cadavers and carcasses has become an important field of study within forensic taphonomy.
Decomposition microbiology of plant materials
The breakdown of vegetation is highly dependent on oxygen and moisture levels. During decomposition, microorganisms require oxygen for their respiration. If anaerobic conditions dominate the decomposition environment, microbial activity will be slow and thus decomposition will be slow. Appropriate moisture levels are required for microorganisms to proliferate and to actively decompose organic matter. In arid environments, bacteria and fungi dry out and are unable to take part in decomposition. In wet environments, anaerobic conditions will develop and decomposition can also be considerably slowed down. Decomposing microorganisms also require the appropriate plant substrates in order to achieve good levels of decomposition. This usually translates to having appropriate carbon to nitrogen ratios (C:N). The ideal composting carbon-to-nitrogen ratio is thought to be approximately 30:1. As in any microbial process, the decomposition of plant litter by microorganisms will also be dependent on temperature. For example, leaves on the ground will not undergo decomposition during the winter months where snow cover occurs as temperatures are too low to sustain microbial activities.
Decomposition mi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which process helps bacteria in the gut break down the remains of the digested food?
A. fermentation
B. decomposition
C. oxidation
D. synthesis
Answer:
|
|
sciq-1824
|
multiple_choice
|
Do motile cilia usually occur in small or large numbers on the cell surface?
|
[
"large",
"neither",
"small",
"mixed"
] |
A
|
Relavent Documents:
Document 0:::
The cilium (: cilia; ), is a membrane-bound organelle found on most types of eukaryotic cell. Cilia are absent in bacteria and archaea. The cilium has the shape of a slender threadlike projection that extends from the surface of the much larger cell body. Eukaryotic flagella found on sperm cells and many protozoans have a similar structure to motile cilia that enables swimming through liquids; they are longer than cilia and have a different undulating motion.
There are two major classes of cilia: motile and non-motile cilia, each with a subtype, giving four types in all. A cell will typically have one primary cilium or many motile cilia. The structure of the cilium core called the axoneme determines the cilium class. Most motile cilia have a central pair of single microtubules surrounded by nine pairs of double microtubules called a 9+2 axoneme. Most non-motile cilia have a 9+0 axoneme that lacks the central pair of microtubules. Also lacking are the associated components that enable motility including the outer and inner dynein arms, and radial spokes. Some motile cilia lack the central pair, and some non-motile cilia have the central pair, hence the four types.
Most non-motile cilia are termed primary cilia or sensory cilia and serve solely as sensory organelles. Most vertebrate cell types possess a single non-motile primary cilium, which functions as a cellular antenna. Olfactory neurons possess a great many non-motile cilia. Non-motile cilia that have a central pair of microtubules are the kinocilia present on hair cells.
Motile cilia are found in large numbers on respiratory epithelial cells – around 200 cilia per cell, where they function in mucociliary clearance, and also have mechanosensory and chemosensory functions. Motile cilia on ependymal cells move the cerebrospinal fluid through the ventricular system of the brain. Motile cilia are also present in the oviducts (fallopian tubes) of female (therian) mammals where they function in moving the egg cell
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The posterior surfaces of the ciliary processes are covered by a bilaminar layer of black pigment cells, which is continued forward from the retina, and is named the pars ciliaris retinae.
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Membranelles (also membranellae) are structures found around the mouth, or cytostome, in ciliates. They are typically arranged in series, to form an "adoral zone of membranelles", or AZM, on the left side of the buccal cavity (peristome). The membranelles are made up of kinetosomes arranged in groups to make up polykinetids. The cilia which emerge from these structures appear to be fused and to function as a single membrane, which can be used to sweep particles of food into the cytostome, or for locomotion.
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Compartmentalized ciliogenesis is the most common type of ciliogenesis where the cilium axoneme is formed separated from the cytoplasm by the ciliary membrane and a ciliary gate known as the transition zone.
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Ciliogenesis is defined as the building of the cell's antenna (primary cilia) or extracellular fluid mediation mechanism (motile cilium). It includes the assembly and disassembly of the cilia during the cell cycle. Cilia are important organelles of cells and are involved in numerous activities such as cell signaling, processing developmental signals, and directing the flow of fluids such as mucus over and around cells. Due to the importance of these cell processes, defects in ciliogenesis can lead to numerous human diseases related to non-functioning cilia. Ciliogenesis may also play a role in the development of left/right handedness in humans.
Cilia formation
Ciliogenesis occurs through an ordered set of steps. First, the basal bodies from centrioles must migrate to the surface of the cell and attach to the cortex. Along the way, the basal bodies attach to membrane vesicles and the basal body/membrane vesicle complex fuses with the plasma membrane of the cell. Fusion with the plasma membrane is likely what forms the membrane of the cilia. The alignment of the forming cilia is determined by the original positioning and orientation of the basal bodies. Once the alignment is determined, axonemal microtubules extend from the basal body and go beneath the developing ciliary membrane, forming the cilia.
Proteins must be synthesized in the cytoplasm of the cell and cannot be synthesized within cilia. For the cilium to elongate, proteins must be selectively imported from the cytoplasm into the cilium and transported to the tip of the cilium by intraflagellar transport (IFT). Once the cilium is completely formed, it continues to incorporate new tubulin at the tip of the cilia. However, the cilium does not elongate further, because older tubulin is simultaneously degraded. This requires an active mechanism that maintains ciliary length. Impairments in these mechanisms can affect the motility of the cell and cell signaling between cells.
Ciliogenesis types
Mo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Do motile cilia usually occur in small or large numbers on the cell surface?
A. large
B. neither
C. small
D. mixed
Answer:
|
|
sciq-10341
|
multiple_choice
|
What animal group can be found in every environment on earth, but primarily in the warm and moist tropics?
|
[
"insect",
"reptiles",
"rodent",
"horses"
] |
A
|
Relavent Documents:
Document 0:::
Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology.
Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago.
Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad
Document 1:::
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
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In zoology, mammalogy is the study of mammals – a class of vertebrates with characteristics such as homeothermic metabolism, fur, four-chambered hearts, and complex nervous systems. Mammalogy has also been known as "mastology," "theriology," and "therology." The archive of number of mammals on earth is constantly growing, but is currently set at 6,495 different mammal species including recently extinct. There are 5,416 living mammals identified on earth and roughly 1,251 have been newly discovered since 2006. The major branches of mammalogy include natural history, taxonomy and systematics, anatomy and physiology, ethology, ecology, and management and control. The approximate salary of a mammalogist varies from $20,000 to $60,000 a year, depending on their experience. Mammalogists are typically involved in activities such as conducting research, managing personnel, and writing proposals.
Mammalogy branches off into other taxonomically-oriented disciplines such as primatology (study of primates), and cetology (study of cetaceans). Like other studies, mammalogy is also a part of zoology which is also a part of biology, the study of all living things.
Research purposes
Mammalogists have stated that there are multiple reasons for the study and observation of mammals. Knowing how mammals contribute or thrive in their ecosystems gives knowledge on the ecology behind it. Mammals are often used in business industries, agriculture, and kept for pets. Studying mammals habitats and source of energy has led to aiding in survival. The domestication of some small mammals has also helped discover several different diseases, viruses, and cures.
Mammalogist
A mammalogist studies and observes mammals. In studying mammals, they can observe their habitats, contributions to the ecosystem, their interactions, and the anatomy and physiology. A mammalogist can do a broad variety of things within the realm of mammals. A mammalogist on average can make roughly $58,000 a year. This dep
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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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The following outline is provided as an overview of and topical guide to zoology:
Zoology – study of animals. Zoology, or "animal biology", is the branch of biology that relates to the animal kingdom, including the identification, structure, embryology, evolution, classification, habits, and distribution of all animals, both living and extinct, and how they interact with their ecosystems. The term is derived from Ancient Greek word ζῷον (zōon), i.e. "animal" and λόγος, (logos), i.e. "knowledge, study". To study the variety of animals that exist (or have existed), see list of animals by common name and lists of animals.
Essence of zoology
Animal
Fauna
Branches of zoology
Branches by group studied
Arthropodology - study of arthropods as a whole
Carcinology - the study of crustaceans
Myriapodology - study of milli- and centipedes
Arachnology - study of spiders and related animals such as scorpions, pseudoscorpions, and harvestmen, collectively called arachnids
Acarology - study of mites and ticks
Entomology - study of insects
Coleopterology - study of beetles
Lepidopterology - study of butterflies
Melittology - study of bees
Myrmecology - study of ants
Orthopterology - study of grasshoppers
Herpetology - study of amphibians and reptiles
Batrachology - study of amphibians including frogs and toads, salamanders, newts, and caecilians
Cheloniology - study of turtles and tortoises
Saurology - study of lizards
Serpentology - study of snakes
Ichthyology - study of fish
Malacology - study of mollusks
Conchology - study of shells
Teuthology - study of cephalopods
Mammalogy - study of mammals
Cetology - study of cetaceans
Primatology - study of primates
Ornithology - study of birds
Parasitology - study of parasites, their hosts, and the relationship between them
Helminthology - study of parasitic worms (helminths)
Planktology - study of plankton, various small drifting plants, animals and microorganisms that inhabit bodies of water
Protozoology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What animal group can be found in every environment on earth, but primarily in the warm and moist tropics?
A. insect
B. reptiles
C. rodent
D. horses
Answer:
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|
sciq-8803
|
multiple_choice
|
Where in the lungs does gas exchange between the air and blood takes place?
|
[
"alveoli",
"left lobe",
"ganglion",
"bronchial tube"
] |
A
|
Relavent Documents:
Document 0:::
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
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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
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Lung receptors sense irritation or inflammation in the bronchi and alveoli.
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In acid base physiology, the Davenport diagram is a graphical tool, developed by Horace W. Davenport, that allows a clinician or investigator to describe blood bicarbonate concentrations and blood pH following a respiratory and/or metabolic acid-base disturbance. The diagram depicts a three-dimensional surface describing all possible states of chemical equilibria between gaseous carbon dioxide, aqueous bicarbonate and aqueous protons at the physiologically complex interface of the alveoli of the lungs and the alveolar capillaries. Although the surface represented in the diagram is experimentally determined, the Davenport diagram is rarely used in the clinical setting, but allows the investigator to envision the effects of physiological changes on blood acid-base chemistry. For clinical use there are two recent innovations: an Acid-Base Diagram which provides Text Descriptions for the abnormalities and a High Altitude Version that provides text descriptions appropriate for the altitude.
Derivation
When a sample of blood is exposed to air, either in the alveoli of the lung or in an in vitro laboratory experiment, carbon dioxide in the air rapidly enters into equilibrium with carbon dioxide derivatives and other species in the aqueous solution. Figure 1 illustrates the most important equilibrium reactions of carbon dioxide in blood relating to acid-base physiology:
Note that in this equation, the HB/B- buffer system represents all non-bicarbonate buffers present in the blood, such as hemoglobin in its various protonated and deprotonated states. Because many different non-bicarbonate buffers are present in human blood, the final equilibrium state reached at any given pCO2 is highly complex and cannot be readily predicted using theory alone. By depicting experimental results, the Davenport diagram provides a simple approach to describing the behavior of this complex system.
Figure 2 shows a Davenport diagram as commonly depicted in textbooks and the literature. To un
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where in the lungs does gas exchange between the air and blood takes place?
A. alveoli
B. left lobe
C. ganglion
D. bronchial tube
Answer:
|
|
sciq-10973
|
multiple_choice
|
Reflection, refraction, and diffraction are examples of what type of interaction?
|
[
"waves",
"winds",
"Currents",
"Oscillations"
] |
A
|
Relavent Documents:
Document 0:::
This is a list of topics that are included in high school physics curricula or textbooks.
Mathematical Background
SI Units
Scalar (physics)
Euclidean vector
Motion graphs and derivatives
Pythagorean theorem
Trigonometry
Motion and forces
Motion
Force
Linear motion
Linear motion
Displacement
Speed
Velocity
Acceleration
Center of mass
Mass
Momentum
Newton's laws of motion
Work (physics)
Free body diagram
Rotational motion
Angular momentum (Introduction)
Angular velocity
Centrifugal force
Centripetal force
Circular motion
Tangential velocity
Torque
Conservation of energy and momentum
Energy
Conservation of energy
Elastic collision
Inelastic collision
Inertia
Moment of inertia
Momentum
Kinetic energy
Potential energy
Rotational energy
Electricity and magnetism
Ampère's circuital law
Capacitor
Coulomb's law
Diode
Direct current
Electric charge
Electric current
Alternating current
Electric field
Electric potential energy
Electron
Faraday's law of induction
Ion
Inductor
Joule heating
Lenz's law
Magnetic field
Ohm's law
Resistor
Transistor
Transformer
Voltage
Heat
Entropy
First law of thermodynamics
Heat
Heat transfer
Second law of thermodynamics
Temperature
Thermal energy
Thermodynamic cycle
Volume (thermodynamics)
Work (thermodynamics)
Waves
Wave
Longitudinal wave
Transverse waves
Transverse wave
Standing Waves
Wavelength
Frequency
Light
Light ray
Speed of light
Sound
Speed of sound
Radio waves
Harmonic oscillator
Hooke's law
Reflection
Refraction
Snell's law
Refractive index
Total internal reflection
Diffraction
Interference (wave propagation)
Polarization (waves)
Vibrating string
Doppler effect
Gravity
Gravitational potential
Newton's law of universal gravitation
Newtonian constant of gravitation
See also
Outline of physics
Physics education
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
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:::
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:::
Multiple scattering theory (MST) is the mathematical formalism that is used to describe the propagation of a wave through a collection of scatterers. Examples are acoustical waves traveling through porous media, light scattering from water droplets in a cloud, or x-rays scattering from a crystal. A more recent application is to the propagation of quantum matter waves like electrons or neutrons through a solid.
As pointed out by Jan Korringa, the origin of this theory can be traced back to an 1892 paper by Lord Rayleigh. An important mathematical formulation of the theory was made by Paul Peter Ewald. Korringa and Ewald acknowledged the influence on their work of the 1903 doctoral dissertation of Nikolai Kasterin, portions of which were published in German in the Proceedings of the Royal Academy of Sciences in Amsterdam under the sponsorship of Heike Kamerlingh Onnes. The MST formalism is widely used for electronic structure calculations as well as diffraction theory, and is the subject of many books.
The multiple-scattering approach is the best way to derive one-electron Green's functions. These functions differ from the Green's functions used to treat the many-body problem, but they are the best starting point for calculations of the electronic structure of condensed matter systems that cannot be treated with band theory.
The terms "multiple scattering" and "multiple scattering theory" are often used in other contexts. For example, Molière's theory of the scattering of fast charged particles in matter is described in that way.
Mathematical formulation
The MST equations can be derived with different wave equations, but one of the simplest and most useful ones is the Schrödinger equation for an electron moving in a solid. With the help of density functional theory, this problem can be reduced to the solution of a one-electron equation
where the effective one-electron potential, , is a functional of the density of the electrons in the system.
In the Dirac notat
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Reflection, refraction, and diffraction are examples of what type of interaction?
A. waves
B. winds
C. Currents
D. Oscillations
Answer:
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sciq-4333
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multiple_choice
|
What do anglerfish use their glow-in-the-dark, rod-like structure for?
|
[
"to find a mate",
"to attract prey",
"for protection",
"to keep warm"
] |
B
|
Relavent Documents:
Document 0:::
Knowledge of fish age characteristics is necessary for stock assessments, and to develop management or conservation plans. Size is generally associated with age; however, there are variations in size at any particular age for most fish species making it difficult to estimate one from the other with precision. Therefore, researchers interested in determining a fish age look for structures which increase incrementally with age. The most commonly used techniques involve counting natural growth rings on the scales, otoliths, vertebrae, fin spines, eye lenses, teeth, or bones of the jaw, pectoral girdle, and opercular series. Even reliable aging techniques may vary among species; often, several different bony structures are compared among a population in order to determine the most accurate method.
History
Aristotle (ca. 340 B.C.) may have been the first scientist to speculate on the use of hard parts of fishes to determine age, stating in Historica Animalium that “the age of a scaly fish may be told by the size and hardness of its scales.” However, it was not until the development of the microscope that more detailed studies were performed on the structure of scales. Antonie van Leeuwenhoek developed improved lenses which he went use in his creation of microscopes. He had a wide range of interests including the structure of fish scales from the European eel (Anguilla anguilla) and the burbot (Lota lota), species which were previously thought not to have scales. He observed that the scales contained “circular lines” and that each scale had the same number of these lines, and correctly inferred that the number of lines correlated to the age of the fish. He also correctly associated the darker areas of scale growth to the season of slowed growth, a characteristic he had previously observed in tree trunks. Leeuwenhoek's work went widely undiscovered by fisheries researchers, and the discovery of fish aging structures is widely credited to Hans Hederström (e.g., Ricker 19
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Fish migration is mass relocation by fish from one area or body of water to another. Many types of fish migrate on a regular basis, on time scales ranging from daily to annually or longer, and over distances ranging from a few metres to thousands of kilometres. Such migrations are usually done for better feeding or to reproduce, but in other cases the reasons are unclear.
Fish migrations involve movements of schools of fish on a scale and duration larger than those arising during normal daily activities. Some particular types of migration are anadromous, in which adult fish live in the sea and migrate into fresh water to spawn; and catadromous, in which adult fish live in fresh water and migrate into salt water to spawn.
Marine forage fish often make large migrations between their spawning, feeding and nursery grounds. Movements are associated with ocean currents and with the availability of food in different areas at different times of year. The migratory movements may partly be linked to the fact that the fish cannot identify their own offspring and moving in this way prevents cannibalism. Some species have been described by the United Nations Convention on the Law of the Sea as highly migratory species. These are large pelagic fish that move in and out of the exclusive economic zones of different nations, and these are covered differently in the treaty from other fish.
Salmon and striped bass are well-known anadromous fish, and freshwater eels are catadromous fish that make large migrations. The bull shark is a euryhaline species that moves at will from fresh to salt water, and many marine fish make a diel vertical migration, rising to the surface to feed at night and sinking to lower layers of the ocean by day. Some fish such as tuna move to the north and south at different times of year following temperature gradients. The patterns of migration are of great interest to the fishing industry. Movements of fish in fresh water also occur; often the fish swim upr
Document 2:::
The jamming avoidance response is a behavior of some species of weakly electric fish. It occurs when two electric fish with wave discharges meet – if their discharge frequencies are very similar, each fish shifts its discharge frequency to increase the difference between the two. By doing this, both fish prevent jamming of their sense of electroreception.
The behavior has been most intensively studied in the South American species Eigenmannia virescens. It is also present in other Gymnotiformes such as Apteronotus, as well as in the African species Gymnarchus niloticus. The jamming avoidance response was one of the first complex behavioral responses in a vertebrate to have its neural circuitry completely specified. As such, it holds special significance in the field of neuroethology.
Discovery
The jamming avoidance response (JAR) was discovered by Akira Watanabe and Kimihisa Takeda in 1963. The fish they used was an unspecified species of Eigenmannia, which has a quasi-sinusoidal wave discharge of about 300 Hz. They found that when a sinusoidal electrical stimulus is emitted from an electrode near the fish, if the stimulus frequency is within 5 Hz of the fish's electric organ discharge (EOD) frequency, the fish alters its EOD frequency to increase the difference between its own frequency and the stimulus frequency. Stimuli above the fish's EOD frequency push the EOD frequency downwards, while frequencies below that of the fish push the EOD frequency upwards, with a maximum change of about ±6.5 Hz.
This behavior was given the name "jamming avoidance response" several years later in 1972, in a paper by Theodore Bullock, Robert Hamstra Jr., and Henning Scheich.
In 1975, Walter Heiligenberg discovered a JAR in the distantly-related Gymnarchus niloticus, the African knifefish, showing that the behavior had convergently evolved in two separate lineages.
Behavior
Eigenmannia and other weakly electric fish use active electrolocation – they can locate objects by gene
Document 3:::
Natal homing, or natal philopatry, is the homing process by which some adult animals that have migrated away from their juvenile habitats return back to their birthplace to reproduce. This process is primarily used by aquatic animals such as sea turtles and salmon, although some migratory birds and mammals also practice similar reproductive behaviors. Scientists believe that the main cues used by the animals are geomagnetic imprinting and olfactory cues. The benefits of returning to the precise location of an animal's birth may be largely associated with its safety and suitability as a breeding ground. When seabirds like the Atlantic puffin return to their natal breeding colony, which are mostly on islands, they are assured of a suitable climate and a sufficient lack of land-based predators.
Sea turtles born in any one area differ genetically from turtles born in other areas. The newly hatched young head out to sea and soon find suitable feeding grounds, and it has been shown that it is to these feeding areas that they return rather than to the actual beach on which they started life. Salmon start their lives in freshwater streams and eventually travel down-river and are washed out to sea. Their ability to travel back, several years later, to the river system in which they were spawned is thought to be linked to olfactory cues, the "taste" of the water. Atlantic bluefin tuna spawn on both the east and west shores of the Atlantic Ocean but intermingle as they feed in mid-ocean. Juvenile tuna that have been tagged have clearly shown that they almost invariably return to the side of the Atlantic on which they were spawned.
Various theories have been put forward as to how the animals find their way home. The geomagnetic imprinting hypothesis holds that they are imprinted with the unique magnetic field that exists in their natal area. This is a plausible theory but has not been proven to occur. Pacific salmon are known to be imprinted on the water chemistry of their h
Document 4:::
The electric rays are a group of rays, flattened cartilaginous fish with enlarged pectoral fins, composing the order Torpediniformes . They are known for being capable of producing an electric discharge, ranging from 8 to 220 volts, depending on species, used to stun prey and for defense. There are 69 species in four families.
Perhaps the best known members are those of the genus Torpedo. The torpedo undersea weapon is named after it. The name comes from the Latin , 'to be stiffened or paralyzed', from the effect on someone who touches the fish.
Description
Electric rays have a rounded pectoral disc with two moderately large rounded-angular (not pointed or hooked) dorsal fins (reduced in some Narcinidae), and a stout muscular tail with a well-developed caudal fin. The body is thick and flabby, with soft loose skin with no dermal denticles or thorns. A pair of kidney-shaped electric organs are at the base of the pectoral fins. The snout is broad, large in the Narcinidae, but reduced in all other families. The mouth, nostrils, and five pairs of gill slits are underneath the disc.
Electric rays are found from shallow coastal waters down to at least deep. They are sluggish and slow-moving, propelling themselves with their tails, not by using their pectoral fins as other rays do. They feed on invertebrates and small fish. They lie in wait for prey below the sand or other substrate, using their electricity to stun and capture it.
Relationship to humans
History of research
The electrogenic properties of electric rays have been known since antiquity, although their nature was not understood. The ancient Greeks used electric rays to numb the pain of childbirth and operations. In his dialogue Meno, Plato has the character Meno accuse Socrates of "stunning" people with his puzzling questions, in a manner similar to the way the torpedo fish stuns with electricity. Scribonius Largus, a Roman physician, recorded the use of torpedo fish for treatment of headaches and gout
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do anglerfish use their glow-in-the-dark, rod-like structure for?
A. to find a mate
B. to attract prey
C. for protection
D. to keep warm
Answer:
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sciq-2738
|
multiple_choice
|
Duplicated chromosomes are composed of two sister what?
|
[
"chromatids",
"nucleotides",
"eukaryotes",
"karyotypes"
] |
A
|
Relavent Documents:
Document 0:::
A chromatid (Greek khrōmat- 'color' + -id) is one half of a duplicated chromosome. Before replication, one chromosome is composed of one DNA molecule. In replication, the DNA molecule is copied, and the two molecules are known as chromatids. During the later stages of cell division these chromatids separate longitudinally to become individual chromosomes.
Chromatid pairs are normally genetically identical, and said to be homozygous. However, if mutations occur, they will present slight differences, in which case they are heterozygous. The pairing of chromatids should not be confused with the ploidy of an organism, which is the number of homologous versions of a chromosome.
Sister chromatids
Chromatids may be sister or non-sister chromatids. A sister chromatid is either one of the two chromatids of the same chromosome joined together by a common centromere. A pair of sister chromatids is called a dyad. Once sister chromatids have separated (during the anaphase of mitosis or the anaphase II of meiosis during sexual reproduction), they are again called chromosomes, each having the same genetic mass as one of the individual chromatids that made up its parent. The DNA sequence of two sister chromatids is completely identical (apart from very rare DNA copying errors).
Sister chromatid exchange (SCE) is the exchange of genetic information between two sister chromatids. SCEs can occur during mitosis or meiosis. SCEs appear to primarily reflect DNA recombinational repair processes responding to DNA damage (see articles Sister chromatids and Sister chromatid exchange).
Non-sister chromatids, on the other hand, refers to either of the two chromatids of paired homologous chromosomes, that is, the pairing of a paternal chromosome and a maternal chromosome. In chromosomal crossovers, non-sister (homologous) chromatids form chiasmata to exchange genetic material during the prophase I of meiosis (See Homologous chromosome pair).
See also
Kinetochore
Document 1:::
A sister chromatid refers to the identical copies (chromatids) formed by the DNA replication of a chromosome, with both copies joined together by a common centromere. In other words, a sister chromatid may also be said to be 'one-half' of the duplicated chromosome. A pair of sister chromatids is called a dyad. A full set of sister chromatids is created during the synthesis (S) phase of interphase, when all the chromosomes in a cell are replicated. The two sister chromatids are separated from each other into two different cells during mitosis or during the second division of meiosis.
Compare sister chromatids to homologous chromosomes, which are the two different copies of a chromosome that diploid organisms (like humans) inherit, one from each parent. Sister chromatids are by and large identical (since they carry the same alleles, also called variants or versions, of genes) because they derive from one original chromosome. An exception is towards the end of meiosis, after crossing over has occurred, because sections of each sister chromatid may have been exchanged with corresponding sections of the homologous chromatids with which they are paired during meiosis. Homologous chromosomes might or might not be the same as each other because they derive from different parents.
There is evidence that, in some species, sister chromatids are the preferred template for DNA repair.
Sister chromatid cohesion is essential for the correct distribution of genetic information between daughter cells and the repair of damaged chromosomes. Defects in this process may lead to aneuploidy and cancer, especially when checkpoints fail to detect DNA damage or when incorrectly attached mitotic spindles do not function properly.
Mitosis
Mitotic recombination is primarily a result of DNA repair processes responding to spontaneous or induced damages. Homologous recombinational repair during mitosis is largely limited to interaction between nearby sister chromatids that are present in a ce
Document 2:::
Sister chromatid exchange (SCE) is the exchange of genetic material between two identical sister chromatids.
It was first discovered by using the Giemsa staining method on one chromatid belonging to the sister chromatid complex before anaphase in mitosis. The staining revealed that few segments were passed to the sister chromatid which were not dyed.
The Giemsa staining was able to stain due to the presence of bromodeoxyuridine analogous base which was introduced to the desired chromatid.
The reason for the (SCE) is not known but it is required and used as a mutagenic testing of many products. Four to five sister chromatid exchanges per chromosome pair, per mitosis is in the normal distribution, while 14–100 exchanges is not normal and presents a danger to the organism. SCE is elevated in pathologies including Bloom syndrome, having recombination rates ~10–100 times above normal, depending on cell type. Frequent SCEs may also be related to formation of tumors.
Sister chromatid exchange has also been observed more frequently in B51(+) Behçet's disease.
Mitosis
Mitotic recombination in the budding yeast Saccharomyces cerevisiae is primarily a result of DNA repair processes responding to spontaneous or induced damages that occur during vegetative growth.} (Also reviewed in Bernstein and Bernstein, pp 220–221). In order for yeast cells to repair damage by homologous recombination, there must be present, in the same nucleus, a second DNA molecule containing sequence homology with the region to be repaired. In a diploid cell in G1 phase of the cell cycle, such a molecule is present in the form of the homologous chromosome. However, in the G2 phase of the cell cycle (following DNA replication), a second homologous DNA molecule is also present: the sister chromatid. Evidence indicates that, due to the special nearby relationship they share, sister chromatids are not only preferred over distant homologous chromatids as substrates for recombinational repair, but have
Document 3:::
Sister chromatid cohesion refers to the process by which sister chromatids are paired and held together during certain phases of the cell cycle. Establishment of sister chromatid cohesion is the process by which chromatin-associated cohesin protein becomes competent to physically bind together the sister chromatids. In general, cohesion is established during S phase as DNA is replicated, and is lost when chromosomes segregate during mitosis and meiosis. Some studies have suggested that cohesion aids in aligning the kinetochores during mitosis by forcing the kinetochores to face opposite cell poles.
Cohesin loading
Cohesin first associates with the chromosomes during G1 phase. The cohesin ring is composed of two SMC (structural maintenance of chromosomes) proteins and two additional Scc proteins. Cohesin may originally interact with chromosomes via the ATPase domains of the SMC proteins. In yeast, the loading of cohesin on the chromosomes depends on proteins Scc2 and Scc4.
Cohesin interacts with the chromatin at specific loci. High levels of cohesin binding are observed at the centromere. Cohesin is also loaded at cohesin attachment regions (CARs) along the length of the chromosomes. CARs are approximately 500-800 base pair regions spaced at approximately 9 kilobase intervals along the chromosomes. In yeast, CARs tend to be rich in adenine-thymine base pairs. CARs are independent of origins of replication.
Establishment of cohesion
Establishment of cohesion refers to the process by which chromatin-associated cohesin becomes cohesion-competent. Chromatin association of cohesin is not sufficient for cohesion. Cohesin must undergo subsequent modification ("establishment") to be capable of physically holding the sister chromosomes together. Though cohesin can associate with chromatin earlier in the cell cycle, cohesion is established during S phase. Early data suggesting that S phase is crucial to cohesion was based on the fact that after S phase, sister chromatids
Document 4:::
In addition to the normal karyotype, wild populations of many animal, plant, and fungi species contain B chromosomes (also known as supernumerary, accessory, (conditionally-)dispensable, or lineage-specific chromosomes). By definition, these chromosomes are not essential for the life of a species, and are lacking in some (usually most) of the individuals. Thus a population would consist of individuals with 0, 1, 2, 3 (etc.) B chromosomes. B chromosomes are distinct from marker chromosomes or additional copies of normal chromosomes as they occur in trisomies.
Origin
The evolutionary origin of supernumerary chromosomes is obscure, but presumably, they must have been derived from heterochromatic segments of normal chromosomes in the remote past. In general "we may regard supernumeraries as a very special category of genetic polymorphism which, because of manifold types of accumulation mechanisms, does not obey the ordinary Mendelian laws of inheritance." (White 1973 p173)
Next generation sequencing has shown that the B chromosomes from rye are amalgamations of the rye A chromosomes. Similarly, B chromosomes of the cichlid fish Haplochromis latifasciatus also have been shown to arise from rearrangements of normal A chromosomes.
Function
Most B chromosomes are mainly or entirely heterochromatic (i.e. largely non-coding), but some contain sizeable euchromatic segments (e.g. such as the B chromosomes of maize). In some cases, B chromosomes act as selfish genetic elements. In other cases, B chromosomes provide some positive adaptive advantage. For instance, the British grasshopper Myrmeleotettix maculatus has two structural types of B chromosomes: metacentrics and submetacentric. The supernumeraries, which have a satellite DNA, occur in warm, dry environments, and are scarce or absent in humid, cooler localities.
There is evidence of deleterious effects of supernumeraries on pollen fertility, and favourable effects or associations with particular habitats are also kno
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Duplicated chromosomes are composed of two sister what?
A. chromatids
B. nucleotides
C. eukaryotes
D. karyotypes
Answer:
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sciq-6267
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multiple_choice
|
What is the physical environment in which a species lives and to which it has adapted?
|
[
"land mass",
"farmland",
"ecosystem",
"habitat"
] |
D
|
Relavent Documents:
Document 0:::
In ecology, habitat refers to the array of resources, physical and biotic factors that are present in an area, such as to support the survival and reproduction of a particular species. A species habitat can be seen as the physical manifestation of its ecological niche. Thus "habitat" is a species-specific term, fundamentally different from concepts such as environment or vegetation assemblages, for which the term "habitat-type" is more appropriate.
The physical factors may include (for example): soil, moisture, range of temperature, and light intensity. Biotic factors include the availability of food and the presence or absence of predators. Every species has particular habitat requirements, with habitat generalist species able to thrive in a wide array of environmental conditions while habitat specialist species requiring a very limited set of factors to survive. The habitat of a species is not necessarily found in a geographical area, it can be the interior of a stem, a rotten log, a rock or a clump of moss; a parasitic organism has as its habitat the body of its host, part of the host's body (such as the digestive tract), or a single cell within the host's body.
Habitat types are environmental categorizations of different environments based on the characteristics of a given geographical area, particularly vegetation and climate. Thus habitat types do not refer to a single species but to multiple species living in the same area. For example, terrestrial habitat types include forest, steppe, grassland, semi-arid or desert. Fresh-water habitat types include marshes, streams, rivers, lakes, and ponds; marine habitat types include salt marshes, the coast, the intertidal zone, estuaries, reefs, bays, the open sea, the sea bed, deep water and submarine vents.
Habitat types may change over time. Causes of change may include a violent event (such as the eruption of a volcano, an earthquake, a tsunami, a wildfire or a change in oceanic currents); or change may occur mo
Document 1:::
Ecosystem diversity deals with the variations in ecosystems within a geographical location and its overall impact on human existence and the environment.
Ecosystem diversity addresses the combined characteristics of biotic properties (biodiversity) and abiotic properties (geodiversity). It is a variation in the ecosystems found in a region or the variation in ecosystems over the whole planet. Ecological diversity includes the variation in both terrestrial and aquatic ecosystems. Ecological diversity can also take into account the variation in the complexity of a biological community, including the number of different niches, the number of and other ecological processes. An example of ecological diversity on a global scale would be the variation in ecosystems, such as deserts, forests, grasslands, wetlands and oceans. Ecological diversity is the largest scale of biodiversity, and within each ecosystem, there is a great deal of both species and genetic diversity.
Impact
Diversity in the ecosystem is significant to human existence for a variety of reasons. Ecosystem diversity boosts the availability of oxygen via the process of photosynthesis amongst plant organisms domiciled in the habitat. Diversity in an aquatic environment helps in the purification of water by plant varieties for use by humans. Diversity increases plant varieties which serves as a good source for medicines and herbs for human use. A lack of diversity in the ecosystem produces an opposite result.
Examples
Some examples of ecosystems that are rich in diversity are:
Deserts
Forests
Large marine ecosystems
Marine ecosystems
Old-growth forests
Rainforests
Tundra
Coral reefs
Marine
Ecosystem diversity as a result of evolutionary pressure
Ecological diversity around the world can be directly linked to the evolutionary and selective pressures that constrain the diversity outcome of the ecosystems within different niches. Tundras, Rainforests, coral reefs and deciduous forests all are form
Document 2:::
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
Document 3:::
There are 62 named Ecological Systems found in Montana These systems are described in the Montana Field Guides-Ecological Systems of Montana.
About
An ecosystem is a biological environment consisting of all the organisms living in a particular area, as well as all the nonliving, physical components of the environment with which the organisms interact, such as air, soil, water and sunlight. It is all the organisms in a given area, along with the nonliving (abiotic) factors with which they interact; a biological community and its physical environment. As stated in an article from Montana State University in their Institute on Ecosystems; "An ecosystem can be small, such as the area under a pine tree or a single hot spring in Yellowstone National Park, or it can be large, such as the Rocky Mountains, the rainforest or the Antarctic Ocean." The Montana Fish, Wildlife and Parks (FWP) have shared their views on Montana's Main Ecosystems as montane forest, intermountain grasslands, plains grasslands and shrub grasslands. The Montana Agricultural Experiment Station (MAES) categorized Montana's ecosystems based on the different rangelands. They have recognized 22 different ecosystems whereas the Montana Natural Heritage Program named 62 ecosystems for the entire state.
Forest and Woodland Systems
Northern Rocky Mountain Mesic Montane Mixed Conifer Forest
Rocky Mountain Subalpine Mesic Spruce-Fir Forest and Woodland
Northwestern Great Plains - Black Hills Ponderosa Pine Woodland and Savanna
Northern Rocky Mountain Dry-Mesic Montane Mixed Conifer Forest
Rocky Mountain Foothill Limber Pine - Juniper Woodland
Northern Rocky Mountain Foothill Conifer Wooded Steppe
Rocky Mountain Lodgepole Pine Forest
Middle Rocky Mountain Montane Douglas-Fir Forest and Woodland
Northern Rocky Mountain Ponderosa Pine Woodland and Savanna
Rocky Mountain Poor Site Lodgepole Pine Forest
Rocky Mountain Subalpine Dry-Mesic Spruce-Fir Forest and Woodland
Northern Rocky Mountain Subalpin
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the physical environment in which a species lives and to which it has adapted?
A. land mass
B. farmland
C. ecosystem
D. habitat
Answer:
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sciq-2522
|
multiple_choice
|
Gas exchange during respiration occurs primarily through what?
|
[
"diffusion",
"activation",
"vaporization",
"secretion"
] |
A
|
Relavent Documents:
Document 0:::
In physiology, respiration is the movement of oxygen from the outside environment to the cells within tissues, and the removal of carbon dioxide in the opposite direction that's to the environment.
The physiological definition of respiration differs from the biochemical definition, which refers to a metabolic process by which an organism obtains energy (in the form of ATP and NADPH) by oxidizing nutrients and releasing waste products. Although physiologic respiration is necessary to sustain cellular respiration and thus life in animals, the processes are distinct: cellular respiration takes place in individual cells of the organism, while physiologic respiration concerns the diffusion and transport of metabolites between the organism and the external environment.
Gas exchanges in the lung occurs by ventilation and perfusion. Ventilation refers to the in and out movement of air of the lungs and perfusion is the circulation of blood in the pulmonary capillaries. In mammals, physiological respiration involves respiratory cycles of inhaled and exhaled breaths. Inhalation (breathing in) is usually an active movement that brings air into the lungs where the process of gas exchange takes place between the air in the alveoli and the blood in the pulmonary capillaries. Contraction of the diaphragm muscle cause a pressure variation, which is equal to the pressures caused by elastic, resistive and inertial components of the respiratory system. In contrast, exhalation (breathing out) is usually a passive process, though there are many exceptions: when generating functional overpressure (speaking, singing, humming, laughing, blowing, snorting, sneezing, coughing, powerlifting); when exhaling underwater (swimming, diving); at high levels of physiological exertion (running, climbing, throwing) where more rapid gas exchange is necessitated; or in some forms of breath-controlled meditation. Speaking and singing in humans requires sustained breath control that many mammals are not
Document 1:::
Exhalation (or expiration) is the flow of the breath out of an organism. In animals, it is the movement of air from the lungs out of the airways, to the external environment during breathing.
This happens due to elastic properties of the lungs, as well as the internal intercostal muscles which lower the rib cage and decrease thoracic volume. As the thoracic diaphragm relaxes during exhalation it causes the tissue it has depressed to rise superiorly and put pressure on the lungs to expel the air. During forced exhalation, as when blowing out a candle, expiratory muscles including the abdominal muscles and internal intercostal muscles generate abdominal and thoracic pressure, which forces air out of the lungs.
Exhaled air is 4% carbon dioxide, a waste product of cellular respiration during the production of energy, which is stored as ATP. Exhalation has a complementary relationship to inhalation which together make up the respiratory cycle of a breath.
Exhalation and gas exchange
The main reason for exhalation is to rid the body of carbon dioxide, which is the waste product of gas exchange in humans. Air is brought into the body through inhalation. During this process air is taken in by the lungs. Diffusion in the alveoli allows for the exchange of O2 into the pulmonary capillaries and the removal of CO2 and other gases from the pulmonary capillaries to be exhaled. In order for the lungs to expel air the diaphragm relaxes, which pushes up on the lungs. The air then flows through the trachea then through the larynx and pharynx to the nasal cavity and oral cavity where it is expelled out of the body. Exhalation takes longer than inhalation and it is believed to facilitate better exchange of gases. Parts of the nervous system help to regulate respiration in humans. The exhaled air is not just carbon dioxide; it contains a mixture of other gases. Human breath contains volatile organic compounds (VOCs). These compounds consist of methanol, isoprene, acetone,
Document 2:::
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:::
Breathing (spiration or ventilation) is the process of moving air into and from the lungs to facilitate gas exchange with the internal environment, mostly to flush out carbon dioxide and bring in oxygen.
All aerobic creatures need oxygen for cellular respiration, which extracts energy from the reaction of oxygen with molecules derived from food and produces carbon dioxide as a waste product. Breathing, or external respiration, brings air into the lungs where gas exchange takes place in the alveoli through diffusion. The body's circulatory system transports these gases to and from the cells, where cellular respiration takes place.
The breathing of all vertebrates with lungs consists of repetitive cycles of inhalation and exhalation through a highly branched system of tubes or airways which lead from the nose to the alveoli. The number of respiratory cycles per minute is the breathing or respiratory rate, and is one of the four primary vital signs of life. Under normal conditions the breathing depth and rate is automatically, and unconsciously, controlled by several homeostatic mechanisms which keep the partial pressures of carbon dioxide and oxygen in the arterial blood constant. Keeping the partial pressure of carbon dioxide in the arterial blood unchanged under a wide variety of physiological circumstances, contributes significantly to tight control of the pH of the extracellular fluids (ECF). Over-breathing (hyperventilation) and under-breathing (hypoventilation), which decrease and increase the arterial partial pressure of carbon dioxide respectively, cause a rise in the pH of ECF in the first case, and a lowering of the pH in the second. Both cause distressing symptoms.
Breathing has other important functions. It provides a mechanism for speech, laughter and similar expressions of the emotions. It is also used for reflexes such as yawning, coughing and sneezing. Animals that cannot thermoregulate by perspiration, because they lack sufficient sweat glands, may
Document 4:::
The control of ventilation is the physiological mechanisms involved in the control of breathing, which is the movement of air into and out of the lungs. Ventilation facilitates respiration. Respiration refers to the utilization of oxygen and balancing of carbon dioxide by the body as a whole, or by individual cells in cellular respiration.
The most important function of breathing is the supplying of oxygen to the body and balancing of the carbon dioxide levels. Under most conditions, the partial pressure of carbon dioxide (PCO2), or concentration of carbon dioxide, controls the respiratory rate.
The peripheral chemoreceptors that detect changes in the levels of oxygen and carbon dioxide are located in the arterial aortic bodies and the carotid bodies. Central chemoreceptors are primarily sensitive to changes in the pH of the blood, (resulting from changes in the levels of carbon dioxide) and they are located on the medulla oblongata near to the medullar respiratory groups of the respiratory center.
Information from the peripheral chemoreceptors is conveyed along nerves to the respiratory groups of the respiratory center. There are four respiratory groups, two in the medulla and two in the pons. The two groups in the pons are known as the pontine respiratory group.
Dorsal respiratory group – in the medulla
Ventral respiratory group – in the medulla
Pneumotaxic center – various nuclei of the pons
Apneustic center – nucleus of the pons
From the respiratory center, the muscles of respiration, in particular the diaphragm, are activated to cause air to move in and out of the lungs.
Control of respiratory rhythm
Ventilatory pattern
Breathing is normally an unconscious, involuntary, automatic process. The pattern of motor stimuli during breathing can be divided into an inhalation stage and an exhalation stage. Inhalation shows a sudden, ramped increase in motor discharge to the respiratory muscles (and the pharyngeal constrictor muscles). Before the end of inh
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Gas exchange during respiration occurs primarily through what?
A. diffusion
B. activation
C. vaporization
D. secretion
Answer:
|
|
sciq-226
|
multiple_choice
|
What is the method of setting or correcting a measuring device by matching it to known measurement standards called?
|
[
"distortion",
"precision",
"parallax",
"calibration"
] |
D
|
Relavent Documents:
Document 0:::
A mathematical instrument is a tool or device used in the study or practice of mathematics. In geometry, construction of various proofs was done using only a compass and straightedge; arguments in these proofs relied only on idealized properties of these instruments and literal construction was regarded as only an approximation. In applied mathematics, mathematical instruments were used for measuring angles and distances, in astronomy, navigation, surveying and in the measurement of time.
Overview
Instruments such as the astrolabe, the quadrant, and others were used to measure and accurately record the relative positions and movements of planets and other celestial objects. The sextant and other related instruments were essential for navigation at sea.
Most instruments are used within the field of geometry, including the ruler, dividers, protractor, set square, compass, ellipsograph, T-square and opisometer. Others are used in arithmetic (for example the abacus, slide rule and calculator) or in algebra (the integraph). In astronomy, many have said the pyramids (along with Stonehenge) were actually instruments used for tracking the stars over long periods or for the annual planting seasons.
In schools
The Oxford Set of Mathematical Instruments is a set of instruments used by generations of school children in the United Kingdom and around the world in mathematics and geometry lessons. It includes two set squares, a 180° protractor, a 15 cm ruler, a metal compass, a 9 cm pencil, a pencil sharpener, an eraser and a 10mm stencil.
See also
The Construction and Principal Uses of Mathematical Instruments
Dividing engine
Measuring instrument
Planimeter
Integraph
Document 1:::
Computerized adaptive testing (CAT) is a form of computer-based test that adapts to the examinee's ability level. For this reason, it has also been called tailored testing. In other words, it is a form of computer-administered test in which the next item or set of items selected to be administered depends on the correctness of the test taker's responses to the most recent items administered.
How it works
CAT successively selects questions for the purpose of maximizing the precision of the exam based on what is known about the examinee from previous questions. From the examinee's perspective, the difficulty of the exam seems to tailor itself to their level of ability. For example, if an examinee performs well on an item of intermediate difficulty, they will then be presented with a more difficult question. Or, if they performed poorly, they would be presented with a simpler question. Compared to static tests that nearly everyone has experienced, with a fixed set of items administered to all examinees, computer-adaptive tests require fewer test items to arrive at equally accurate scores.
The basic computer-adaptive testing method is an iterative algorithm with the following steps:
The pool of available items is searched for the optimal item, based on the current estimate of the examinee's ability
The chosen item is presented to the examinee, who then answers it correctly or incorrectly
The ability estimate is updated, based on all prior answers
Steps 1–3 are repeated until a termination criterion is met
Nothing is known about the examinee prior to the administration of the first item, so the algorithm is generally started by selecting an item of medium, or medium-easy, difficulty as the first item.
As a result of adaptive administration, different examinees receive quite different tests. Although examinees are typically administered different tests, their ability scores are comparable to one another (i.e., as if they had received the same test, as is common
Document 2:::
Test equating traditionally refers to the statistical process of determining comparable scores on different forms of an exam. It can be accomplished using either classical test theory or item response theory.
In item response theory, equating is the process of placing scores from two or more parallel test forms onto a common score scale. The result is that scores from two different test forms can be compared directly, or treated as though they came from the same test form. When the tests are not parallel, the general process is called linking. It is the process of equating the units and origins of two scales on which the abilities of students have been estimated from results on different tests. The process is analogous to equating degrees Fahrenheit with degrees Celsius by converting measurements from one scale to the other. The determination of comparable scores is a by-product of equating that results from equating the scales obtained from test results.
Purpose
Suppose that Dick and Jane both take a test to become licensed in a certain profession. Because the high stakes (you get to practice the profession if you pass the test) may create a temptation to cheat, the organization that oversees the test creates two forms. If we know that Dick scored 60% on form A and Jane scored 70% on form B, do we know for sure which one has a better grasp of the material? What if form A is composed of very difficult items, while form B is relatively easy? Equating analyses are performed to address this very issue, so that scores are as fair as possible.
Equating in item response theory
In item response theory, person "locations" (measures of some quality being assessed by a test) are estimated on an interval scale; i.e., locations are estimated in relation to a unit and origin. It is common in educational assessment to employ tests in order to assess different groups of students with the intention of establishing a common scale by equating the origins, and when appropri
Document 3:::
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:::
A macrometer is an instrument for measuring the size and distance of distant objects. Distant in this sense means a length that can not be readily measured by a calibrated length. The optical version of this instrument used two mirrors on a common sextant. By aligning the object on the mirrors using a precise vernier, the position of the mirrors could be used to compute the range to the object. The distance and the angular size of the object would then yield the actual size.
See also
Rangefinder
Theodolite
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the method of setting or correcting a measuring device by matching it to known measurement standards called?
A. distortion
B. precision
C. parallax
D. calibration
Answer:
|
|
ai2_arc-962
|
multiple_choice
|
Food webs show feeding relationships among different types of organisms. Those organisms each have a specific niche. Which of the following best describes a function of decomposers in food webs?
|
[
"to recycle nutrients into soil",
"to convert solar energy into food",
"to provide food for secondary consumers",
"to compete with secondary consumers for oxygen"
] |
A
|
Relavent Documents:
Document 0:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 1:::
The soil food web is the community of organisms living all or part of their lives in the soil. It describes a complex living system in the soil and how it interacts with the environment, plants, and animals.
Food webs describe the transfer of energy between species in an ecosystem. While a food chain examines one, linear, energy pathway through an ecosystem, a food web is more complex and illustrates all of the potential pathways. Much of this transferred energy comes from the sun. Plants use the sun’s energy to convert inorganic compounds into energy-rich, organic compounds, turning carbon dioxide and minerals into plant material by photosynthesis. Plant flowers exude energy-rich nectar above ground and plant roots exude acids, sugars, and ectoenzymes into the rhizosphere, adjusting the pH and feeding the food web underground.
Plants are called autotrophs because they make their own energy; they are also called producers because they produce energy available for other organisms to eat. Heterotrophs are consumers that cannot make their own food. In order to obtain energy they eat plants or other heterotrophs.
Above ground food webs
In above ground food webs, energy moves from producers (plants) to primary consumers (herbivores) and then to secondary consumers (predators). The phrase, trophic level, refers to the different levels or steps in the energy pathway. In other words, the producers, consumers, and decomposers are the main trophic levels. This chain of energy transferring from one species to another can continue several more times, but eventually ends. At the end of the food chain, decomposers such as bacteria and fungi break down dead plant and animal material into simple nutrients.
Methodology
The nature of soil makes direct observation of food webs difficult. Since soil organisms range in size from less than 0.1 mm (nematodes) to greater than 2 mm (earthworms) there are many different ways to extract them. Soil samples are often taken using a metal
Document 2:::
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 3:::
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 4:::
In biology, detritus () is dead particulate organic material, as distinguished from dissolved organic material. Detritus typically includes the bodies or fragments of bodies of dead organisms, and fecal material. Detritus typically hosts communities of microorganisms that colonize and decompose (i.e. remineralize) it. In terrestrial ecosystems it is present as leaf litter and other organic matter that is intermixed with soil, which is denominated "soil organic matter". The detritus of aquatic ecosystems is organic substances that is suspended in the water and accumulates in depositions on the floor of the body of water; when this floor is a seabed, such a deposition is denominated "marine snow".
Theory
The corpses of dead plants or animals, material derived from animal tissues (e.g. molted skin), and fecal matter gradually lose their form due to physical processes and the action of decomposers, including grazers, bacteria, and fungi. Decomposition, the process by which organic matter is decomposed, occurs in several phases. Micro- and macro-organisms that feed on it rapidly consume and absorb materials such as proteins, lipids, and sugars that are low in molecular weight, while other compounds such as complex carbohydrates are decomposed more slowly. The decomposing microorganisms degrade the organic materials so as to gain the resources they require for their survival and reproduction. Accordingly, simultaneous to microorganisms' decomposition of the materials of dead plants and animals is their assimilation of decomposed compounds to construct more of their biomass (i.e. to grow their own bodies). When microorganisms die, fine organic particles are produced, and if small animals that feed on microorganisms eat these particles they collect inside the intestines of the consumers, and change shape into large pellets of dung. As a result of this process, most of the materials of dead organisms disappear and are not visible and recognizable in any form, but are pres
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Food webs show feeding relationships among different types of organisms. Those organisms each have a specific niche. Which of the following best describes a function of decomposers in food webs?
A. to recycle nutrients into soil
B. to convert solar energy into food
C. to provide food for secondary consumers
D. to compete with secondary consumers for oxygen
Answer:
|
|
sciq-861
|
multiple_choice
|
What are muscle cells in the muscles called?
|
[
"human fibers",
"muscle fibers",
"job fibers",
"use fibers"
] |
B
|
Relavent Documents:
Document 0:::
Vertebrates
Tendon cells, or tenocytes, are elongated fibroblast type cells. The cytoplasm is stretched between the collagen fibres of the tendon. They have a central cell nucleus with a prominent nucleolus. Tendon cells have a well-developed rough endoplasmic reticulum and they are responsible for synthesis and turnover of tendon fibres and ground substance.
Invertebrates
Tendon cells form a connecting epithelial layer between the muscle and shell in molluscs. In gastropods, for example, the retractor muscles connect to the shell via tendon cells. Muscle cells are attached to the collagenous myo-tendon space via hemidesmosomes. The myo-tendon space is then attached to the base of the tendon cells via basal hemidesmosomes, while apical hemidesmosomes, which sit atop microvilli, attach the tendon cells to a thin layer of collagen. This is in turn attached to the shell via organic fibres which insert into the shell. Molluscan tendon cells appear columnar and contain a large basal cell nucleus. The cytoplasm is filled with granular endoplasmic reticulum and sparse golgi. Dense bundles of microfilaments run the length of the cell connecting the basal to the apical hemidesmosomes.
See also
List of human cell types derived from the germ layers
List of distinct cell types in the adult human body
Document 1:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 2:::
Adult stem cells are undifferentiated cells, found throughout the body after development, that multiply by cell division to replenish dying cells and regenerate damaged tissues. Also known as somatic stem cells (from Greek σωματικóς, meaning of the body), they can be found in juvenile, adult animals, and humans, unlike embryonic stem cells.
Scientific interest in adult stem cells is centered around two main characteristics. The first of which is their ability to divide or self-renew indefinitely, and the second their ability to generate all the cell types of the organ from which they originate, potentially regenerating the entire organ from a few cells. Unlike embryonic stem cells, the use of human adult stem cells in research and therapy is not considered to be controversial, as they are derived from adult tissue samples rather than human embryos designated for scientific research. The main functions of adult stem cells are to replace cells that are at risk of possibly dying as a result of disease or injury and to maintain a state of homeostasis within the cell. There are three main methods to determine if the adult stem cell is capable of becoming a specialized cell. The adult stem cell can be labeled in vivo and tracked, it can be isolated and then transplanted back into the organism, and it can be isolated in vivo and manipulated with growth hormones. They have mainly been studied in humans and model organisms such as mice and rats.
Structure
Defining properties
A stem cell possesses two properties:
Self-renewal is the ability to go through numerous cycles of cell division while still maintaining its undifferentiated state. Stem cells can replicate several times and can result in the formation of two stem cells, one stem cell more differentiated than the other, or two differentiated cells.
Multipotency or multidifferentiative potential is the ability to generate progeny of several distinct cell types, (for example glial cells and neurons) as opposed to u
Document 3:::
Stroma () is the part of a tissue or organ with a structural or connective role. It is made up of all the parts without specific functions of the organ - for example, connective tissue, blood vessels, ducts, etc. The other part, the parenchyma, consists of the cells that perform the function of the tissue or organ.
There are multiple ways of classifying tissues: one classification scheme is based on tissue functions and another analyzes their cellular components. Stromal tissue falls into the "functional" class that contributes to the body's support and movement. The cells which make up stroma tissues serve as a matrix in which the other cells are embedded. Stroma is made of various types of stromal cells.
Examples of stroma include:
stroma of iris
stroma of cornea
stroma of ovary
stroma of thyroid gland
stroma of thymus
stroma of bone marrow
lymph node stromal cell
multipotent stromal cell (mesenchymal stem cell)
Structure
Stromal connective tissues are found in the stroma; this tissue belongs to the group connective tissue proper. The function of connective tissue proper is to secure the parenchymal tissue, including blood vessels and nerves of the stroma, and to construct organs and spread mechanical tension to reduce localised stress. Stromal tissue is primarily made of extracellular matrix containing connective tissue cells. Extracellular matrix is primarily composed of ground substance - a porous, hydrated gel, made mainly from proteoglycan aggregates - and connective tissue fibers. There are three types of fibers commonly found within the stroma: collagen type I, elastic, and reticular (collagen type III) fibres.
Cells
Wandering cells - cells that migrate into the tissue from blood stream in response to a variety of stimuli; for example, immune system blood cells causing inflammatory response.
Fixed cells - cells that are permanent inhabitants of the tissue.
Fibroblast - produce and secrete the organic parts of the ground substance and extrace
Document 4:::
This table lists the epithelia of different organs of the human body
Human anatomy
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are muscle cells in the muscles called?
A. human fibers
B. muscle fibers
C. job fibers
D. use fibers
Answer:
|
|
sciq-9910
|
multiple_choice
|
What system consists of glands that secrete hormones into the bloodstream?
|
[
"the endocrine system",
"Respiratory system",
"nervous system",
"Muscular system"
] |
A
|
Relavent Documents:
Document 0:::
Heterocrine glands (or composite glands) are the glands which function as both exocrine gland and endocrine gland. These glands exhibit a unique and diverse secretory function encompassing the release of proteins and non-proteinaceous compounds, endocrine and exocrine secretions into both the bloodstream and ducts respectively, thereby bridging the realms of internal and external communication within the body. This duality allows them to serve crucial roles in regulating various physiological processes and maintaining homeostasis. These include the gonads (testes and ovaries), pancreas and salivary glands.
Pancreas releases digestive enzymes into the small intestine via ducts (exocrine) and secretes insulin and glucagon into the bloodstream (endocrine) to regulate blood sugar level. Testes produce sperm, which is released through ducts (exocrine), and they also secrete testosterone into the bloodstream (endocrine). Similarly, ovaries release ova through ducts (exocrine) and produce estrogen and progesterone (endocrine). Salivary glands secrete saliva through ducts to aid in digestion (exocrine) and produce epidermal growth factor and insulin-like growth factor (endocrine).
Anatomy
Heterocrine glands typically have a complex structure that enables them to produce and release different types of secretions. The two primary components of these glands are:
Endocrine component: Heterocrine glands produce hormones, which are chemical messengers that travel through the bloodstream to target organs or tissues. These hormones play a vital role in regulating numerous physiological processes, such as metabolism, growth, and the immune response.
Exocrine component: In addition to their endocrine function, heterocrine glands secrete substances directly into ducts or cavities, which can be released through various body openings. These exocrine secretions can include enzymes, mucus, and other substances that aid in digestion, lubrication, or protection.
Characteristics and Func
Document 1:::
Sudomotor function refers to the autonomic nervous system control of sweat gland activity in response to various environmental and individual factors. Sweat production is a vital thermoregulatory mechanism used by the body to prevent heat-related illness as the evaporation of sweat is the body’s most effective method of heat reduction and the only cooling method available when the air temperature rises above skin temperature. In addition, sweat plays key roles in grip, microbial defense, and wound healing.
Physiology
Human sweat glands are primarily classified as either eccrine or apocrine glands. Eccrine glands open directly onto the surface of the skin, while apocrine glands open into hair follicles. Eccrine glands are the predominant sweat gland in the human body with numbers totaling up to 4 million. They are located within the reticular dermal layer of the skin and distributed across nearly the entire surface of the body with the largest numbers occurring in the palms and soles.
Eccrine sweat is secreted in response to both emotional and thermal stimulation. Eccrine glands are primarily innervated by small-diameter, unmyelinated class C-fibers from postganglionic sympathetic cholinergic neurons. Increases in body and skin temperature are detected by visceral and peripheral thermoreceptors, which send signals via class C and Aδ-fiber afferent somatic neurons through the lateral spinothalamic tract to the preoptic nucleus of the hypothalamus for processing. In addition, there are warm-sensitive neurons located within the preoptic nucleus that detect increases in core body temperature. Efferent pathways then descend ipsilaterally from the hypothalamus through the pons and medulla to preganglionic sympathetic cholinergic neurons in the intermediolateral column of the spinal cord. The preganglionic neurons synapse with postganglionic cholinergic sudomotor (and to a lesser extent adrenergic) neurons in the paravertebral sympathetic ganglia. When the action potentia
Document 2:::
The following is a list of hormones found in Homo sapiens. Spelling is not uniform for many hormones. For example, current North American and international usage uses estrogen and gonadotropin, while British usage retains the Greek digraph in oestrogen and favours the earlier spelling gonadotrophin.
Hormone listing
Steroid
Document 3:::
Uterine glands or endometrial glands are tubular glands, lined by a simple columnar epithelium, found in the functional layer of the endometrium that lines the uterus. Their appearance varies during the menstrual cycle. During the proliferative phase, uterine glands appear long due to estrogen secretion by the ovaries. During the secretory phase, the uterine glands become very coiled with wide lumens and produce a glycogen-rich secretion known as histotroph or uterine milk. This change corresponds with an increase in blood flow to spiral arteries due to increased progesterone secretion from the corpus luteum. During the pre-menstrual phase, progesterone secretion decreases as the corpus luteum degenerates, which results in decreased blood flow to the spiral arteries. The functional layer of the uterus containing the glands becomes necrotic, and eventually sloughs off during the menstrual phase of the cycle.
They are of small size in the unimpregnated uterus, but shortly after impregnation become enlarged and elongated, presenting a contorted or waved appearance.
Function
Hormones produced in early pregnancy stimulate the uterine glands to secrete a number of substances to give nutrition and protection to the embryo and fetus, and the fetal membranes. These secretions are known as histiotroph, alternatively histotroph, and also as uterine milk. Important uterine milk proteins are glycodelin-A, and osteopontin.
Some secretory components from the uterine glands are taken up by the secondary yolk sac lining the exocoelomic cavity during pregnancy, and may thereby assist in providing fetal nutrition.
Additional images
Document 4:::
Peptide hormones are hormones whose molecules are peptides. Peptide hormones have shorter amino acid chain lengths than protein hormones. These hormones have an effect on the endocrine system of animals, including humans. Most hormones can be classified as either amino acid–based hormones (amine, peptide, or protein) or steroid hormones. The former are water-soluble and act on the surface of target cells via second messengers; the latter, being lipid-soluble, move through the plasma membranes of target cells (both cytoplasmic and nuclear) to act within their nuclei.
Like all peptides, peptide hormones are synthesized in cells from amino acids according to mRNA transcripts, which are synthesized from DNA templates inside the cell nucleus. Preprohormones, peptide hormone precursors, are then processed in several stages, typically in the endoplasmic reticulum, including removal of the N-terminal signal sequence and sometimes glycosylation, resulting in prohormones. The prohormones are then packaged into membrane-bound secretory vesicles, which can be secreted from the cell by exocytosis in response to specific stimuli (e.g. an increase in Ca2+ and cAMP concentration in cytoplasm).
These prohormones often contain superfluous amino acid residues that were needed to direct folding of the hormone molecule into its active configuration but have no function once the hormone folds. Specific endopeptidases in the cell cleave the prohormone just before it is released into the bloodstream, generating the mature hormone form of the molecule. Mature peptide hormones then travel through the blood to all of the cells of the body, where they interact with specific receptors on the surfaces of their target cells.
Some neurotransmitters are secreted and released in a similar fashion to peptide hormones, and some "neuropeptides" may be used as neurotransmitters in the nervous system in addition to acting as hormones when released into the blood.
When a peptide hormone binds to a rec
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What system consists of glands that secrete hormones into the bloodstream?
A. the endocrine system
B. Respiratory system
C. nervous system
D. Muscular system
Answer:
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|
sciq-4850
|
multiple_choice
|
What are drumlins, eskers, and kettle lakes formed by?
|
[
"glaciers",
"meteors",
"earthquakes",
"tsunamis"
] |
A
|
Relavent Documents:
Document 0:::
Lake Cheko () is a small freshwater lake in Siberia, near the Podkamennaya Tunguska River, in what is now the Evenkiysky District of the Krasnoyarsk Krai.
Dimensions and environs
Lake Cheko is a small bowl-shaped lake. It is about long, wide and deep.
In the lake flows the Kimchu River (Russian: кимчу), which flows into the Chunya River (Russian: Чуня), which in turn flows into the Podkamennaya Tunguska.
Possible relation to the Tunguska event
Lake Cheko is roughly north-northwest of the epicenter of the Tunguska event. The lake is inside the blast zone, and in the probable direction of whatever caused the Tunguska event.
It has been connected by some scientists to the Tunguska event and they postulate the lake was created by a chunk of the exploding meteorite that struck the ground. In 2017, that theory was disputed by Russian scientists by proving that the lake is older, possibly even much older, than the Tunguska Event.
Age of the lake
Some scientists have speculated that Lake Cheko was created during the Tunguska event of 1908, an explosion that destroyed more than of Siberian taiga. It is suggested that the lake, which lies approximately 8 kilometres north-north-west of the event hypocenter, was formed by a fragment which struck the ground. More recent evidence suggests at least a portion of the lake is over twice as old as the date of the meteorite.
Other varied evidence
A 1961 investigation estimated the age of the lake to be at least 5000 years, based on meters-thick silt deposits on the lake bed. However, a 2001 paper concluded that the sediments, isotopes, and pollen "suggest that Lake Cheko formed at the time of the Tunguska Event." Their recent research indicates that only a metre or so of the sediment layer on the lake bed is "normal lacustrine sedimentation", indicating a much younger lake of about 100 years.
Acoustic-echo soundings of the lake floor offer some further support for the impact hypothesis, revealing a conical shape for the la
Document 1:::
In mathematics, the are three disjoint connected open sets of the plane or open unit square with the counterintuitive property that they all have the same boundary. In other words, for any point selected on the boundary of one of the lakes, the other two lakes' boundaries also contain that point.
More than two sets with the same boundary are said to have the Wada property; examples include Wada basins in dynamical systems. This property is rare in real-world systems.
The lakes of Wada were introduced by , who credited the discovery to Takeo Wada. His construction is similar to the construction by of an indecomposable continuum, and in fact it is possible for the common boundary of the three sets to be an indecomposable continuum.
Construction of the lakes of Wada
The Lakes of Wada are formed by starting with a closed unit square of dry land, and then digging 3 lakes according to the following rule:
On day n = 1, 2, 3,... extend lake n mod 3 (= 0, 1, 2) so that it is open and connected and passes within a distance 1/n of all remaining dry land. This should be done so that the remaining dry land remains homeomorphic to a closed unit square.
After an infinite number of days, the three lakes are still disjoint connected open sets, and the remaining dry land is the boundary of each of the 3 lakes.
For example, the first five days might be (see the image on the right):
Dig a blue lake of width 1/3 passing within /3 of all dry land.
Dig a red lake of width 1/32 passing within /32 of all dry land.
Dig a green lake of width 1/33 passing within /33 of all dry land.
Extend the blue lake by a channel of width 1/34 passing within /34 of all dry land. (The small channel connects the thin blue lake to the thick one, near the middle of the image.)
Extend the red lake by a channel of width 1/35 passing within /35 of all dry land. (The tiny channel connects the thin red lake to the thick one, near the top left of the image.)
A variation of this construction can produce
Document 2:::
Large woody debris (LWD) are the logs, sticks, branches, and other wood that falls into streams and rivers. This debris can influence the flow and the shape of the stream channel. Large woody debris, grains, and the shape of the bed of the stream are the three main providers of flow resistance, and are thus, a major influence on the shape of the stream channel. Some stream channels have less LWD than they would naturally because of removal by watershed managers for flood control and aesthetic reasons.
The study of woody debris is important for its forestry management implications. Plantation thinning can reduce the potential for recruitment of LWD into proximal streams. The presence of large woody debris is important in the formation of pools which serve as salmon habitat in the Pacific Northwest. Entrainment of the large woody debris in a stream can also cause erosion and scouring around and under the LWD. The amount of scouring and erosion is determined by the ratio of the diameter of the piece, to the depth of the stream, and the embedding and orientation of the piece.
Influence on stream flow around bends
Large woody debris slow the flow through a bend in the stream, while accelerating flow in the constricted area downstream of the obstruction.
See also
Beaver dam
Coarse woody debris
Driftwood
Log jam
Stream restoration
Document 3:::
The University of Michigan Biological Station (UMBS) is a research and teaching facility operated by the University of Michigan. It is located on the south shore of Douglas Lake in Cheboygan County, Michigan. The station consists of 10,000 acres (40 km2) of land near Pellston, Michigan in the northern Lower Peninsula of Michigan and 3,200 acres (13 km2) on Sugar Island in the St. Mary's River near Sault Ste. Marie, in the Upper Peninsula. It is one of only 28 Biosphere Reserves in the United States.
Overview
Founded in 1909, it has grown to include approximately 150 buildings, including classrooms, student cabins, dormitories, a dining hall, and research facilities. Undergraduate and graduate courses are available in the spring and summer terms. It has a full-time staff of 15.
In the 2000s, UMBS is increasingly focusing on the measurement of climate change. Its field researchers are gauging the impact of global warming and increased levels of atmospheric carbon dioxide on the ecosystem of the upper Great Lakes region, and are using field data to improve the computer models used to forecast further change. Several archaeological digs have been conducted at the station as well.
UMBS field researchers sometimes call the station "bug camp" amongst themselves. This is believed to be due to the number of mosquitoes and other insects present. It is also known as "The Bio-Station".
The UMBS is also home to Michigan's most endangered species and one of the most endangered species in the world: the Hungerford's Crawling Water Beetle. The species lives in only five locations in the world, two of which are in Emmet County. One of these, a two and a half mile stretch downstream from the Douglas Road crossing of the East Branch of the Maple River supports the only stable population of the Hungerford's Crawling Water Beetle, with roughly 1000 specimens. This area, though technically not part of the UMBS is largely within and along the boundary of the University of Michigan
Document 4:::
A kolk (colc) is an underwater vortex created when rapidly rushing water passes an underwater obstacle in boundary areas of high shear. High-velocity gradients produce a violently rotating column of water, similar to a tornado. Kolks can pluck multiple-ton blocks of rock and transport them in suspension for thousands of metres.
Kolks leave clear evidence in the form of plucked-bedrock pits, called rock-cut basins or kolk lakes and downstream deposits of gravel-supported blocks that show percussion but no rounding.
Examples
Kolks were first identified by the Dutch, who observed kolks hoisting several-ton blocks of riprap from dikes and transporting them away, suspended above the bottom. The Larrelt kolk near Emden appeared during the 1717 Christmas flood which broke through a long section of the dyke. The newly formed body of water measured roughly 500 × 100 m and was 25 m deep. In spite of the repair to the dyke, another breach occurred in 1721, which produced more kolks between 15 and 18 m deep. In 1825 during the February flood near Emden, a kolk of 31 m depth was created. The soil was saturated from here for a further 5 km inland.
Kolks are credited with creating the pothole-like features in the highly jointed basalts in the channeled scablands of the Columbia Basin region in Eastern Washington. Depressions were scoured out within the scablands that resemble virtually circular steep-sided potholes. Examples from the Missoula floods in this area include:
The region below Dry Falls includes a number of lakes scoured out by kolks.
Sprague Lake is a kolk-formed basin created by a flow estimated to be wide and deep.
The Alberton Narrows on the Clark Fork River show evidence that kolks plucked boulders from the canyon and deposited them in a rock and gravel bar immediately downstream of the canyon.
The south wall of Hellgate Canyon in Montana shows the rough-plucked surface characteristic of kolk-eroded rock.
Both the walls of the Wallula Gap and the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are drumlins, eskers, and kettle lakes formed by?
A. glaciers
B. meteors
C. earthquakes
D. tsunamis
Answer:
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|
sciq-3866
|
multiple_choice
|
Colloids are used industrially as what?
|
[
"catalysts",
"organisms",
"solutions",
"impurities"
] |
A
|
Relavent Documents:
Document 0:::
A colloid is a mixture in which one substance consisting of microscopically dispersed insoluble particles is suspended throughout another substance. Some definitions specify that the particles must be dispersed in a liquid, while others extend the definition to include substances like aerosols and gels. The term colloidal suspension refers unambiguously to the overall mixture (although a narrower sense of the word suspension is distinguished from colloids by larger particle size). A colloid has a dispersed phase (the suspended particles) and a continuous phase (the medium of suspension). The dispersed phase particles have a diameter of approximately 1 nanometre to 1 micrometre.
Some colloids are translucent because of the Tyndall effect, which is the scattering of light by particles in the colloid. Other colloids may be opaque or have a slight color.
Colloidal suspensions are the subject of interface and colloid science. This field of study began in 1845 by Francesco Selmi and expanded by Michael Faraday and Thomas Graham, who coined the term colloid in 1861.
Classification of colloids
Colloids can be classified as follows:
Homogeneous mixtures with a dispersed phase in this size range may be called colloidal aerosols, colloidal emulsions, colloidal suspensions, colloidal foams, colloidal dispersions, or hydrosols.
Hydrocolloids
Hydrocolloids describe certain chemicals (mostly polysaccharides and proteins) that are colloidally dispersible in water. Thus becoming effectively "soluble" they change the rheology of water by raising the viscosity and/or inducing gelation. They may provide other interactive effects with other chemicals, in some cases synergistic, in others antagonistic. Using these attributes hydrocolloids are very useful chemicals since in many areas of technology from foods through pharmaceuticals, personal care and industrial applications, they can provide stabilization, destabilization and separation, gelation, flow control, crystallization cont
Document 1:::
Interface and colloid science is an interdisciplinary intersection of branches of chemistry, physics, nanoscience and other fields dealing with colloids, heterogeneous systems consisting of a mechanical mixture of particles between 1 nm and 1000 nm dispersed in a continuous medium. A colloidal solution is a heterogeneous mixture in which the particle size of the substance is intermediate between a true solution and a suspension, i.e. between 1–1000 nm. Smoke from a fire is an example of a colloidal system in which tiny particles of solid float in air. Just like true solutions, colloidal particles are small and cannot be seen by the naked eye. They easily pass through filter paper. But colloidal particles are big enough to be blocked by parchment paper or animal membrane.
Interface and colloid science has applications and ramifications in the chemical industry, pharmaceuticals, biotechnology, ceramics, minerals, nanotechnology, and microfluidics, among others.
There are many books dedicated to this scientific discipline, and there is a glossary of terms, Nomenclature in Dispersion Science and Technology, published by the US National Institute of Standards and Technology.
See also
Interface (matter)
Electrokinetic phenomena
Surface science
Document 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 breakthrough curve in adsorption is the course of the effluent adsorptive concentration at the outlet of a fixed bed adsorber. Breakthrough curves are important for adsorptive separation technologies and for the characterization of porous materials.
Importance
Since almost all adsorptive separation processes are dynamic -meaning, that they are running under flow - testing porous materials for those applications for their separation performance has to be tested under flow as well. Since separation processes run with mixtures of different components, measuring several breakthrough curves results in thermodynamic mixture equilibria - mixture sorption isotherms, that are hardly accessible with static manometric sorption characterization. This enables the determination of sorption selectivities in gaseous and liquid phase.
The determination of breakthrough curves is the foundation of many other processes, like the pressure swing adsorption. Within this process, the loading of one adsorber is equivalent to a breakthrough experiment.
Measurement
A fixed bed of porous materials (e.g. activated carbons and zeolites) is pressurized and purged with a carrier gas. After becoming stationary one or more adsorptives are added to the carrier gas, resulting in a step-wise change of the inlet concentration. This is in contrast to chromatographic separation processes, where pulse-wise changes of the inlet concentrations are used. The course of the adsorptive concentrations at the outlet of the fixed bed are monitored.
Results
Integration of the area above the entire breakthrough curve gives the maximum loading of the adsorptive material. Additionally, the duration of the breakthrough experiment until a certain threshold of the adsorptive concentration at the outlet can be measured, which enables the calculation of a technically usable sorption capacity. Up to this time, the quality of the product stream can be maintained. The shape of the breakthrough curves contains informat
Document 4:::
Finings are substances that are usually added at or near the completion of the processing of making wine, beer, and various nonalcoholic juice beverages. They are used to remove organic compounds, either to improve clarity or adjust flavor or aroma. The removed compounds may be sulfides, proteins, polyphenols, benzenoids, or copper ions. Unless they form a stable sediment in the final container, the spent finings are usually discarded from the beverage along with the target compounds that they capture.
Substances used as finings include egg whites, blood, milk, isinglass, and Irish moss. These are still used by some producers, but more modern substances have also been introduced and are more widely used, including bentonite, gelatin, casein, carrageenan, alginate, diatomaceous earth, pectinase, pectolyase, PVPP, kieselsol (colloidal silica), copper sulfate, dried albumen (egg whites), hydrated yeast, and activated carbon.
Actions
Finings’ actions may be broadly categorized as either electrostatic, adsorbent, ionic, or enzymatic.
The electrostatic types comprise the vast majority; including all but activated carbon, fining yeast, PVPP, copper sulfate, pectinase and pectolase. Their purpose is to selectively remove proteins, tannins (polyphenolics) and coloring particles (melanoidins). They must be used as a batch technique, as opposed to flow-through processing methods such as filters. Their particles each have an electric charge which is attracted to the oppositely charged particles of the colloidal dispersion that they are breaking. The result is that the two substances become bound as a stable complex; their net charge becoming neutral. Thus the agglomeration of a semi-solid follows, which may be separated from the beverage either as a floating or settled mass.
The only adsorbent types of finings in use are activated carbon and specialized fining yeasts. Although activated carbon may be implemented as a flow-through filter, it is also commonly utilized as a ba
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Colloids are used industrially as what?
A. catalysts
B. organisms
C. solutions
D. impurities
Answer:
|
|
sciq-5536
|
multiple_choice
|
What simple machine consists of two connected rings or cylinders, one inside the other, which both turn in the same direction around a single center point?
|
[
"bloom and axle",
"pully",
"wheel and axle",
"spoke"
] |
C
|
Relavent Documents:
Document 0:::
Machine element or hardware refers to an elementary component of a machine. These elements consist of three basic types:
structural components such as frame members, bearings, axles, splines, fasteners, seals, and lubricants,
mechanisms that control movement in various ways such as gear trains, belt or chain drives, linkages, cam and follower systems, including brakes and clutches, and
control components such as buttons, switches, indicators, sensors, actuators and computer controllers.
While generally not considered to be a machine element, the shape, texture and color of covers are an important part of a machine that provide a styling and operational interface between the mechanical components of a machine and its users.
Machine elements are basic mechanical parts and features used as the building blocks of most machines. Most are standardized to common sizes, but customs are also common for specialized applications.
Machine elements may be features of a part (such as screw threads or integral plain bearings) or they may be discrete parts in and of themselves such as wheels, axles, pulleys, rolling-element bearings, or gears. All of the simple machines may be described as machine elements, and many machine elements incorporate concepts of one or more simple machines. For example, a leadscrew incorporates a screw thread, which is an inclined plane wrapped around a cylinder.
Many mechanical design, invention, and engineering tasks involve a knowledge of various machine elements and an intelligent and creative combining of these elements into a component or assembly that fills a need (serves an application).
Structural elements
Beams,
Struts,
Bearings,
Fasteners
Keys,
Splines,
Cotter pin,
Seals
Machine guardings
Mechanical elements
Engine,
Electric motor,
Actuator,
Shafts,
Couplings
Belt,
Chain,
Cable drives,
Gear train,
Clutch,
Brake,
Flywheel,
Cam,
follower systems,
Linkage,
Simple machine
Types
Shafts
Document 1:::
A gristmill (also: grist mill, corn mill, flour mill, feed mill or feedmill) grinds cereal grain into flour and middlings. The term can refer to either the grinding mechanism or the building that holds it. Grist is grain that has been separated from its chaff in preparation for grinding.
History
Early history
The Greek geographer Strabo reports in his Geography a water-powered grain-mill to have existed near the palace of king Mithradates VI Eupator at Cabira, Asia Minor, before 71 BC.
The early mills had horizontal paddle wheels, an arrangement which later became known as the "Norse wheel", as many were found in Scandinavia. The paddle wheel was attached to a shaft which was, in turn, attached to the centre of the millstone called the "runner stone". The turning force produced by the water on the paddles was transferred directly to the runner stone, causing it to grind against a stationary "bed", a stone of a similar size and shape. This simple arrangement required no gears, but had the disadvantage that the speed of rotation of the stone was dependent on the volume and flow of water available and was, therefore, only suitable for use in mountainous regions with fast-flowing streams. This dependence on the volume and speed of flow of the water also meant that the speed of rotation of the stone was highly variable and the optimum grinding speed could not always be maintained.
Vertical wheels were in use in the Roman Empire by the end of the first century BC, and these were described by Vitruvius. The rotating mill is considered "one of the greatest discoveries of the human race". It was a very physically demanding job for workers, where the slave workers were considered little different from animals, the miseries of which were depicted in iconography and Apuleius' The Golden Ass. The peak of Roman technology is probably the Barbegal aqueduct and mill where water with a 19-metre fall drove sixteen water wheels, giving a grinding capacity estimated at 28 tons per
Document 2:::
Mechanical engineering is a discipline centered around the concept of using force multipliers, moving components, and machines. It utilizes knowledge of mathematics, physics, materials sciences, and engineering technologies. It is one of the oldest and broadest of the engineering disciplines.
Dawn of civilization to early middle ages
Engineering arose in early civilization as a general discipline for the creation of large scale structures such as irrigation, architecture, and military projects. Advances in food production through irrigation allowed a portion of the population to become specialists in Ancient Babylon.
All six of the classic simple machines were known in the ancient Near East. The wedge and the inclined plane (ramp) were known since prehistoric times. The wheel, along with the wheel and axle mechanism, was invented in Mesopotamia (modern Iraq) during the 5th millennium BC. The lever mechanism first appeared around 5,000 years ago in the Near East, where it was used in a simple balance scale, and to move large objects in ancient Egyptian technology. The lever was also used in the shadoof water-lifting device, the first crane machine, which appeared in Mesopotamia circa 3000 BC, and then in ancient Egyptian technology circa 2000 BC. The earliest evidence of pulleys date back to Mesopotamia in the early 2nd millennium BC, and ancient Egypt during the Twelfth Dynasty (1991-1802 BC). The screw, the last of the simple machines to be invented, first appeared in Mesopotamia during the Neo-Assyrian period (911-609) BC. The Egyptian pyramids were built using three of the six simple machines, the inclined plane, the wedge, and the lever, to create structures like the Great Pyramid of Giza.
The Assyrians were notable in their use of metallurgy and incorporation of iron weapons. Many of their advancements were in military equipment. They were not the first to develop them, but did make advancements on the wheel and the chariot. They made use of pivot-able axl
Document 3:::
A simple machine that exhibits mechanical advantage is called a mechanical advantage device - e.g.:
Lever: The beam shown is in static equilibrium around the fulcrum. This is due to the moment created by vector force "A" counterclockwise (moment A*a) being in equilibrium with the moment created by vector force "B" clockwise (moment B*b). The relatively low vector force "B" is translated in a relatively high vector force "A". The force is thus increased in the ratio of the forces A : B, which is equal to the ratio of the distances to the fulcrum b : a. This ratio is called the mechanical advantage. This idealised situation does not take into account friction.
Wheel and axle motion (e.g. screwdrivers, doorknobs): A wheel is essentially a lever with one arm the distance between the axle and the outer point of the wheel, and the other the radius of the axle. Typically this is a fairly large difference, leading to a proportionately large mechanical advantage. This allows even simple wheels with wooden axles running in wooden blocks to still turn freely, because their friction is overwhelmed by the rotational force of the wheel multiplied by the mechanical advantage.
A block and tackle of multiple pulleys creates mechanical advantage, by having the flexible material looped over several pulleys in turn. Adding more loops and pulleys increases the mechanical advantage.
Screw: A screw is essentially an inclined plane wrapped around a cylinder. The run over the rise of this inclined plane is the mechanical advantage of a screw.
Pulleys
Consider lifting a weight with rope and pulleys. A rope looped through a pulley attached to a fixed spot, e.g. a barn roof rafter, and attached to the weight is called a single pulley. It has a mechanical advantage (MA) = 1 (assuming frictionless bearings in the pulley), moving no mechanical advantage (or disadvantage) however advantageous the change in direction may be.
A single movable pulley has an MA of 2 (assuming frictionless be
Document 4:::
The term Machine Guidance is used to describe a wide range of techniques which improve the productivity of agricultural, mining and construction equipment. It is most commonly used to describe systems which incorporate GPS, Motion Measuring Units (MMU) and other devices to provide on-board systems with information about the movement of the machine in either 3, 5 or 7 axis of rotation. Feedback to the operator is provided through audio and visual displays which allows improved control of the machine in relation to the intended or designed direction of travel.
See also
List of emerging technologies
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What simple machine consists of two connected rings or cylinders, one inside the other, which both turn in the same direction around a single center point?
A. bloom and axle
B. pully
C. wheel and axle
D. spoke
Answer:
|
|
ai2_arc-234
|
multiple_choice
|
A snack consists of peanuts, sunflower seeds, raisins, almonds, and chocolate pieces. Which statement describes why this is a mixture?
|
[
"It is made up of more than one substance.",
"It is impossible to separate the substances.",
"The components retain their original properties.",
"The components chemically combine with each other."
] |
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:::
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 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:::
In chemistry, solubility is the ability of a substance, the solute, to form a solution with another substance, the solvent. Insolubility is the opposite property, the inability of the solute to form such a solution.
The extent of the solubility of a substance in a specific solvent is generally measured as the concentration of the solute in a saturated solution, one in which no more solute can be dissolved. At this point, the two substances are said to be at the solubility equilibrium. For some solutes and solvents, there may be no such limit, in which case the two substances are said to be "miscible in all proportions" (or just "miscible").
The solute can be a solid, a liquid, or a gas, while the solvent is usually solid or liquid. Both may be pure substances, or may themselves be solutions. Gases are always miscible in all proportions, except in very extreme situations, and a solid or liquid can be "dissolved" in a gas only by passing into the gaseous state first.
The solubility mainly depends on the composition of solute and solvent (including their pH and the presence of other dissolved substances) as well as on temperature and pressure. The dependency can often be explained in terms of interactions between the particles (atoms, molecules, or ions) of the two substances, and of thermodynamic concepts such as enthalpy and entropy.
Under certain conditions, the concentration of the solute can exceed its usual solubility limit. The result is a supersaturated solution, which is metastable and will rapidly exclude the excess solute if a suitable nucleation site appears.
The concept of solubility does not apply when there is an irreversible chemical reaction between the two substances, such as the reaction of calcium hydroxide with hydrochloric acid; even though one might say, informally, that one "dissolved" the other. The solubility is also not the same as the rate of solution, which is how fast a solid solute dissolves in a liquid solvent. This property de
Document 4:::
In a general sense, an ingredient is a substance which forms part of a mixture. In cooking, recipes specify which ingredients are used to prepare a dish. Many commercial products contain secret ingredients purported to make them better than competing products. In the pharmaceutical industry, an active ingredient is the ingredient in a formulation which invokes biological activity.
National laws usually require prepared food products to display a list of ingredients and specifically require that certain additives be listed. Law typically requires that ingredients be listed according to their relative weight within the product.
Artificial ingredient
An artificial ingredient usually refers to an ingredient which is artificial or human-made, such as:
Artificial flavour
Food additive
Food colouring
Preservative
Sugar substitute, artificial sweetener
See also
Fake food
Bill of materials
Software Bill of Materials
Active Ingredient
Secret Ingredient
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A snack consists of peanuts, sunflower seeds, raisins, almonds, and chocolate pieces. Which statement describes why this is a mixture?
A. It is made up of more than one substance.
B. It is impossible to separate the substances.
C. The components retain their original properties.
D. The components chemically combine with each other.
Answer:
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sciq-1223
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multiple_choice
|
What is the term for protists that produce spores, such as the toxoplasm?
|
[
"sporozoans",
"spermatozoa",
"protozoans",
"newborns"
] |
A
|
Relavent Documents:
Document 0:::
In biology, a spore is a unit of sexual (in fungi) or asexual reproduction that may be adapted for dispersal and for survival, often for extended periods of time, in unfavourable conditions. Spores form part of the life cycles of many plants, algae, fungi and protozoa.
Bacterial spores are not part of a sexual cycle, but are resistant structures used for survival under unfavourable conditions. Myxozoan spores release amoeboid infectious germs ("amoebulae") into their hosts for parasitic infection, but also reproduce within the hosts through the pairing of two nuclei within the plasmodium, which develops from the amoebula.
In plants, spores are usually haploid and unicellular and are produced by meiosis in the sporangium of a diploid sporophyte. Under favourable conditions the spore can develop into a new organism using mitotic division, producing a multicellular gametophyte, which eventually goes on to produce gametes. Two gametes fuse to form a zygote, which develops into a new sporophyte. This cycle is known as alternation of generations.
The spores of seed plants are produced internally, and the megaspores (formed within the ovules) and the microspores are involved in the formation of more complex structures that form the dispersal units, the seeds and pollen grains.
Definition
The term spore derives from the ancient Greek word σπορά spora, meaning "seed, sowing", related to σπόρος , "sowing", and σπείρειν , "to sow".
In common parlance, the difference between a "spore" and a "gamete" is that a spore will germinate and develop into a sporeling, while a gamete needs to combine with another gamete to form a zygote before developing further.
The main difference between spores and seeds as dispersal units is that spores are unicellular, the first cell of a gametophyte, while seeds contain within them a developing embryo (the multicellular sporophyte of the next generation), produced by the fusion of the male gamete of the pollen tube with the female gamete for
Document 1:::
A protist is any eukaryotic organism (that is, an organism whose cells contain a cell nucleus) that is not an animal, plant, or fungus. While it is likely that protists share a common ancestor, the last eukaryotic common ancestor, the exclusion of other eukaryotes means that protists do not form a natural group, or clade. Therefore, some protists may be more closely related to animals, plants, or fungi than they are to other protists. However, like algae, invertebrates and protozoans, the grouping is used for convenience.
Many protists have neither hard parts nor resistant spores, and their fossils are extremely rare or unknown. Examples of such groups include the apicomplexans, most ciliates, some green algae (the Klebsormidiales), choanoflagellates, oomycetes, brown algae, yellow-green algae, Excavata (e.g., euglenids). Some of these have been found preserved in amber (fossilized tree resin) or under unusual conditions (e.g., Paleoleishmania, a kinetoplastid).
Others are relatively common in the fossil record, as the diatoms, golden algae, haptophytes (coccoliths), silicoflagellates, tintinnids (ciliates), dinoflagellates, green algae, red algae, heliozoans, radiolarians, foraminiferans, ebriids and testate amoebae (euglyphids, arcellaceans). Some are used as paleoecological indicators to reconstruct ancient environments.
More probable eukaryote fossils begin to appear at about 1.8 billion years ago, the acritarchs, spherical fossils of likely algal protists. Another possible representative of early fossil eukaryotes are the Gabonionta.
Modern classifications
Systematists today do not treat Protista as a formal taxon, but the term "protist" is still commonly used for convenience in two ways. The most popular contemporary definition is a phylogenetic one, that identifies a paraphyletic group: a protist is any eukaryote that is not an animal, (land) plant, or (true) fungus; this definition excludes many unicellular groups, like the Microsporidia (fungi), many C
Document 2:::
Pycniospores are a type of spore found in certain species of rust fungi. They are produced in special cup-like structures called pycnia or pynidia. Almost all fungi reproduce asexually with the production of spores. Spores may be colorless, green, yellow, orange, red, brown or black.
Other types of spore
Sporangiospores
Sporangiospores (spore:spore, angion:sac) are spores formed inside the sporangium which is a spore sac.
Conidia
Conidia (singular: conidium) are spores produced at the tip of special branches called conidiophores.
Oidia
Oidia (singular: oidium). In several fungi, the hyphae is often divided into a large number of short pieces by transverse walls. Each piece is able to germinate into a new body. These pieces are called oidia (small egg).
Chlamydospores
Chlamydospores (chlymus: mantle) are produced like oidia but differ from oidia in being thick walled. They are either terminal or intercalary.
Document 3:::
Sporogenesis is the production of spores in biology. The term is also used to refer to the process of reproduction via spores. Reproductive spores were found to be formed in eukaryotic organisms, such as plants, algae and fungi, during their normal reproductive life cycle. Dormant spores are formed, for example by certain fungi and algae, primarily in response to unfavorable growing conditions. Most eukaryotic spores are haploid and form through cell division, though some types are diploid sor dikaryons and form through cell fusion.we can also say this type of reproduction as single pollination
Reproduction via spores
Reproductive spores are generally the result of cell division, most commonly meiosis (e.g. in plant sporophytes). Sporic meiosis is needed to complete the sexual life cycle of the organisms using it.
In some cases, sporogenesis occurs via mitosis (e.g. in some fungi and algae). Mitotic sporogenesis is a form of asexual reproduction. Examples are the conidial fungi Aspergillus and Penicillium, for which mitospore formation appears to be the primary mode of reproduction. Other fungi, such as ascomycetes, utilize both mitotic and meiotic spores. The red alga Polysiphonia alternates between mitotic and meiotic sporogenesis and both processes are required to complete its complex reproductive life cycle.
In the case of dormant spores in eukaryotes, sporogenesis often occurs as a result of fertilization or karyogamy forming a diploid spore equivalent to a zygote. Therefore, zygospores are the result of sexual reproduction.
Reproduction via spores involves the spreading of the spores by water or air. Algae and some fungi (chytrids) often use motile zoospores that can swim to new locations before developing into sessile organisms. Airborne spores are obvious in fungi, for example when they are released from puffballs. Other fungi have more active spore dispersal mechanisms. For example, the fungus Pilobolus can shoot its sporangia towards light. Plant spor
Document 4:::
Eumycetozoa (), or true slime molds, is a diverse group of protists that behave as slime molds and develop fruiting bodies, either as sorocarps or as sporocarps. It is a monophyletic group or clade within the phylum Amoebozoa that contains the myxogastrids, dictyostelids and protosporangiids.
Characteristics
Eumycetozoa is a clade that includes three groups of amoebozoan protists: Myxogastria, Dictyostelia and Protosporangiida—also known as Myxomycetes, Dictyosteliomycetes and Ceratiomyxomycetes, respectively. It is defined on a node-based approach as the least inclusive clade containing the species Dictyostelium discoideum (a dictyostelid), Physarum polycephalum (a myxogastrid) and Ceratiomyxa fruticulosa (a protosporangiid).
All known members of Eumycetozoa generate fruiting bodies, either as sorocarps (in dictyostelids) or as sporocarps (in myxogastrids and protosporangiids). Within their life cycle, they may appear as a single haploid amoeboid cells (in dictyostelids), or as flagellated amoebae with two cilia that give rise to obligate amoebae with no cilia, from which the sporocarps develop (in myxogastrids and protosporangiids).
The flagellated amoebae of myxogastrids and protosporangiids and non-flagellated amoebae of dictyostelids have a flat cell shape. They form wide pseudopodia with acutely pointed subpseudopodia (i.e. smaller pseudopodia that grow beneath). Unlike other amoebae, the pseudopodia lack a prominent streaming of granular cytoplasm.
In eumycetozoans where sexual reproduction is well studied, the zygote cannibalizes on haploid amoebae.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for protists that produce spores, such as the toxoplasm?
A. sporozoans
B. spermatozoa
C. protozoans
D. newborns
Answer:
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|
sciq-7900
|
multiple_choice
|
The two general types of reproduction are sexual and what?
|
[
"primitive",
"asexual",
"bisexual",
"unisexual"
] |
B
|
Relavent Documents:
Document 0:::
Sexual characteristics are physical traits of an organism (typically of a sexually dimorphic organism) which are indicative of or resultant from biological sexual factors. These include both primary sex characteristics, such as gonads, and secondary sex characteristics.
Humans
In humans, sex organs or primary sexual characteristics, which are those a person is born with, can be distinguished from secondary sex characteristics, which develop later in life, usually during puberty. The development of both is controlled by sex hormones produced by the body after the initial fetal stage where the presence or absence of the Y-chromosome and/or the SRY gene determine development.
Male primary sex characteristics are the penis, the scrotum and the ability to ejaculate when matured. Female primary sex characteristics are the vagina, uterus, fallopian tubes, clitoris, cervix, and the ability to give birth and menstruate when matured.
Hormones that express sexual differentiation in humans include:
estrogens
progesterone
androgens such as testosterone
The following table lists the typical sexual characteristics in humans (even though some of these can also appear in other animals as well):
Other organisms
In invertebrates and plants, hermaphrodites (which have both male and female reproductive organs either at the same time or during their life cycle) are common, and in many cases, the norm.
In other varieties of multicellular life (e.g. the fungi division, Basidiomycota) sexual characteristics can be much more complex, and may involve many more than two sexes. For details on the sexual characteristics of fungi, see: Hypha and Plasmogamy.
Secondary sex characteristics in non-human animals include manes of male lions, long tail feathers of male peafowl, the tusks of male narwhals, enlarged proboscises in male elephant seals and proboscis monkeys, the bright facial and rump coloration of male mandrills, and horns in many goats and antelopes.
See also
Mammalian gesta
Document 1:::
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 2:::
Mating types are the microorganism equivalent to sexes in multicellular lifeforms and are thought to be the ancestor to distinct sexes. They also occur in macro-organisms such as fungi.
Definition
Mating types are the microorganism equivalent to sex in higher organisms and occur in isogamous and anisogamous species. Depending on the group, different mating types are often referred to by numbers, letters, or simply "+" and "−" instead of "male" and "female", which refer to "sexes" or differences in size between gametes. Syngamy can only take place between gametes carrying different mating types.
Occurrence
Reproduction by mating types is especially prevalent in fungi. Filamentous ascomycetes usually have two mating types referred to as "MAT1-1" and "MAT1-2", following the yeast mating-type locus (MAT). Under standard nomenclature, MAT1-1 (which may informally be called MAT1) encodes for a regulatory protein with an alpha box motif, while MAT1-2 (informally called MAT2) encodes for a protein with a high motility-group (HMG) DNA-binding motif, as in the yeast mating type MATα1. The corresponding mating types in yeast, a non-filamentous ascomycete, are referred to as MATa and MATα.
Mating type genes in ascomycetes are called idiomorphs rather than alleles due to the uncertainty of the origin by common descent. The proteins they encode are transcription factors which regulate both the early and late stages of the sexual cycle. Heterothallic ascomycetes produce gametes, which present a single Mat idiomorph, and syngamy will only be possible between gametes carrying complementary mating types. On the other hand, homothallic ascomycetes produce gametes that can fuse with every other gamete in the population (including its own mitotic descendants) most often because each haploid contains the two alternate forms of the Mat locus in its genome.
Basidiomycetes can have thousands of different mating types.
In the ascomycete Neurospora crassa matings are restricted to intera
Document 3:::
Sequential hermaphroditism (called dichogamy in botany) is one of the two types of hermaphroditism, the other type being simultaneous hermaphroditism. It occurs when the organism's sex changes at some point in its life. In particular, a sequential hermaphrodite produces eggs (female gametes) and sperm (male gametes) at different stages in life. Sequential hermaphroditism occurs in many fish, gastropods, and plants. Species that can undergo these changes do so as a normal event within their reproductive cycle, usually cued by either social structure or the achievement of a certain age or size. In some species of fish, sequential hermaphroditism is much more common than simultaneous hermaphroditism.
In animals, the different types of change are male to female (protandry or protandrous hermaphroditism), female to male (protogyny or protogynous hermaphroditism), and bidirectional (serial or bidirectional hermaphroditism). Both protogynous and protandrous hermaphroditism allow the organism to switch between functional male and functional female. Bidirectional hermaphrodites have the capacity for sex change in either direction between male and female or female and male, potentially repeatedly during their lifetime. These various types of sequential hermaphroditism may indicate that there is no advantage based on the original sex of an individual organism. Those that change gonadal sex can have both female and male germ cells in the gonads or can change from one complete gonadal type to the other during their last life stage.
In plants, individual flowers are called dichogamous if their function has the two sexes separated in time, although the plant as a whole may have functionally male and functionally female flowers open at any one moment. A flower is protogynous if its function is first female, then male, and protandrous if its function is male then female. It used to be thought that this reduced inbreeding, but it may be a more general mechanism for reducing pollen-
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The two general types of reproduction are sexual and what?
A. primitive
B. asexual
C. bisexual
D. unisexual
Answer:
|
|
sciq-11113
|
multiple_choice
|
In multicellular organisms, only mutations in cell lines that produce gametes can be passed to what?
|
[
"offspring",
"proteins",
"cells",
"clones"
] |
A
|
Relavent Documents:
Document 0:::
A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord.
Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared
with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types.
Multicellular organisms
All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special
Document 1:::
A somatic mutation is a change in the DNA sequence of a somatic cell of a multicellular organism with dedicated reproductive cells; that is, any mutation that occurs in a cell other than a gamete, germ cell, or gametocyte. Unlike germline mutations, which can be passed on to the descendants of an organism, somatic mutations are not usually transmitted to descendants. This distinction is blurred in plants, which lack a dedicated germline, and in those animals that can reproduce asexually through mechanisms such as budding, as in members of the cnidarian genus Hydra.
While somatic mutations are not passed down to an organism's offspring, somatic mutations will be present in all descendants of a cell within the same organism. Many cancers are the result of accumulated somatic mutations.
Fraction of cells affected
The term somatic generally refers to the cells of the body, in contrast to the reproductive (germline) cells, which give rise to the egg or sperm. For example, in mammals, somatic cells make up the internal organs, skin, bones, blood, and connective tissue.
In most animals, separation of germ cells from somatic cells (germline development) occurs during early stages of development. Once this segregation has occurred in the embryo, any mutation outside of the germline cells can not be passed down to an organism's offspring.
However, somatic mutations are passed down to all the progeny of a mutated cell within the same organism. A major section of an organism therefore might carry the same mutation, especially if that mutation occurs at earlier stages of development. Somatic mutations that occur later in an organism's life can be hard to detect, as they may affect only a single cell - for instance, a post-mitotic neuron; improvements in single cell sequencing are therefore an important tool for the study of somatic mutation. Both the nuclear DNA and mitochondrial DNA of a cell can accumulate mutations; somatic mitochondrial mutations have been implicated i
Document 2:::
In biology and genetics, the germline is the population of a multicellular organism's cells that pass on their genetic material to the progeny (offspring). In other words, they are the cells that form the egg, sperm and the fertilised egg. They are usually differentiated to perform this function and segregated in a specific place away from other bodily cells.
As a rule, this passing-on happens via a process of sexual reproduction; typically it is a process that includes systematic changes to the genetic material, changes that arise during recombination, meiosis and fertilization for example. However, there are many exceptions across multicellular organisms, including processes and concepts such as various forms of apomixis, autogamy, automixis, cloning or parthenogenesis. The cells of the germline are called germ cells. For example, gametes such as a sperm and an egg are germ cells. So are the cells that divide to produce gametes, called gametocytes, the cells that produce those, called gametogonia, and all the way back to the zygote, the cell from which an individual develops.
In sexually reproducing organisms, cells that are not in the germline are called somatic cells. According to this view, mutations, recombinations and other genetic changes in the germline may be passed to offspring, but a change in a somatic cell will not be. This need not apply to somatically reproducing organisms, such as some Porifera and many plants. For example, many varieties of citrus, plants in the Rosaceae and some in the Asteraceae, such as Taraxacum, produce seeds apomictically when somatic diploid cells displace the ovule or early embryo.
In an earlier stage of genetic thinking, there was a clear distinction between germline and somatic cells. For example, August Weismann proposed and pointed out, a germline cell is immortal in the sense that it is part of a lineage that has reproduced indefinitely since the beginning of life and, barring accident, could continue doing so indef
Document 3:::
Embryomics is the identification, characterization and study of the diverse cell types which arise during embryogenesis, especially as this relates to the location and developmental history of cells in the embryo. Cell type may be determined according to several criteria: location in the developing embryo, gene expression as indicated by protein and nucleic acid markers and surface antigens, and also position on the embryogenic tree.
Embryome
There are many cell markers useful in distinguishing, classifying, separating and purifying the numerous cell types present at any given time in a developing organism. These cell markers consist of select RNAs and proteins present inside, and surface antigens present on the surface of, the cells making up the embryo. For any given cell type, these RNA and protein markers reflect the genes characteristically active in that cell type. The catalog of all these cell types and their characteristic markers is known as the organism's embryome. The word is a portmanteau of embryo and genome. “Embryome” may also refer to the totality of the physical cell markers themselves.
Embryogenesis
As an embryo develops from a fertilized egg, the single egg cell splits into many cells, which grow in number and migrate to the appropriate locations inside the embryo at appropriate times during development. As the embryo's cells grow in number and migrate, they also differentiate into an increasing number of different cell types, ultimately turning into the stable, specialized cell types characteristic of the adult organism. Each of the cells in an embryo contains the same genome, characteristic of the species, but the level of activity of each of the many thousands of genes that make up the complete genome varies with, and determines, a particular cell's type (e.g. neuron, bone cell, skin cell, muscle cell, etc.).
During embryo development (embryogenesis), many cell types are present which are not present in the adult organism. These temporary c
Document 4:::
The Bateson Lecture is an annual genetics lecture held as a part of the John Innes Symposium since 1972, in honour of the first Director of the John Innes Centre, William Bateson.
Past Lecturers
Source: John Innes Centre
1951 Sir Ronald Fisher - "Statistical methods in Genetics"
1953 Julian Huxley - "Polymorphic variation: a problem in genetical natural history"
1955 Sidney C. Harland - "Plant breeding: present position and future perspective"
1957 J.B.S. Haldane - "The theory of evolution before and after Bateson"
1959 Kenneth Mather - "Genetics Pure and Applied"
1972 William Hayes - "Molecular genetics in retrospect"
1974 Guido Pontecorvo - "Alternatives to sex: genetics by means of somatic cells"
1976 Max F. Perutz - "Mechanism of respiratory haemoglobin"
1979 J. Heslop-Harrison - "The forgotten generation: some thoughts on the genetics and physiology of Angiosperm Gametophytes "
1982 Sydney Brenner - "Molecular genetics in prospect"
1984 W.W. Franke - "The cytoskeleton - the insoluble architectural framework of the cell"
1986 Arthur Kornberg - "Enzyme systems initiating replication at the origin of the E. coli chromosome"
1988 Gottfried Schatz - "Interaction between mitochondria and the nucleus"
1990 Christiane Nusslein-Volhard - "Axis determination in the Drosophila embryo"
1992 Frank Stahl - "Genetic recombination: thinking about it in phage and fungi"
1994 Ira Herskowitz - "Violins and orchestras: what a unicellular organism can do"
1996 R.J.P. Williams - "An Introduction to Protein Machines"
1999 Eugene Nester - "DNA and Protein Transfer from Bacteria to Eukaryotes - the Agrobacterium story"
2001 David Botstein - "Extracting biological information from DNA Microarray Data"
2002 Elliot Meyerowitz
2003 Thomas Steitz - "The Macromolecular machines of gene expression"
2008 Sean Carroll - "Endless flies most beautiful: the role of cis-regulatory sequences in the evolution of animal form"
2009 Sir Paul Nurse - "Genetic transmission through
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In multicellular organisms, only mutations in cell lines that produce gametes can be passed to what?
A. offspring
B. proteins
C. cells
D. clones
Answer:
|
|
sciq-124
|
multiple_choice
|
A few earthquakes take place away from plate boundaries, these are called what?
|
[
"distant earthquakes",
"deformation earthquakes",
"outer earthquakes",
"intraplate earthquakes"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
The Human-Induced Earthquake Database (HiQuake) is an online database that documents all reported cases of induced seismicity proposed on scientific grounds. It is the most complete compilation of its kind and is freely available to download via the associated website. The database is periodically updated to correct errors, revise existing entries, and add new entries reported in new scientific papers and reports. Suggestions for revisions and new entries can be made via the associated website.
History
In 2016, Nederlandse Aardolie Maatschappij funded a team of researchers from Durham University and Newcastle University to conduct a full review of induced seismicity. This review formed part of a scientific workshop aimed at estimating the maximum possible magnitude earthquake that might be induced by conventional gas production in the Groningen gas field.
The resulting database from the review was publicly released online on the 26 January 2017. The database was accompanied by the publication of two scientific papers, the more detailed of which is freely available online.
Document 2:::
Sand boils or sand volcanoes occur when water under pressure wells up through a bed of sand. The water looks like it is boiling up from the bed of sand, hence the name.
Sand volcano
A sand volcano or sand blow is a cone of sand formed by the ejection of sand onto a surface from a central point. The sand builds up as a cone with slopes at the sand's angle of repose. A crater is commonly seen at the summit. The cone looks like a small volcanic cone and can range in size from millimetres to metres in diameter.
The process is often associated with soil liquefaction and the ejection of fluidized sand that can occur in water-saturated sediments during an earthquake. The New Madrid Seismic Zone exhibited many such features during the 1811–12 New Madrid earthquakes. Adjacent sand blows aligned in a row along a linear fracture within fine-grained surface sediments are just as common, and can still be seen in the New Madrid area.
In the past few years, much effort has gone into the mapping of liquefaction features to study ancient earthquakes. The basic idea is to map zones that are susceptible to the process and then go in for a closer look. The presence or absence of soil liquefaction features is strong evidence of past earthquake activity, or lack thereof.
These are to be contrasted with mud volcanoes, which occur in areas of geyser or subsurface gas venting.
Flood protection structures
Sand boils can be a mechanism contributing to liquefaction and levee failure during floods. This effect is caused by a difference in pressure on two sides of a levee or dike, most likely during a flood. This process can result in internal erosion, whereby the removal of soil particles results in a pipe through the embankment. The creation of the pipe will quickly pick up pace and will eventually result in failure of the embankment.
A sand boil is difficult to stop. The most effective method is by creating a body of water above the boil to create enough pressure to slow the flow of
Document 3:::
Seismic tomography is a technique for imaging the subsurface of the Earth with seismic waves produced by earthquakes or explosions. P-, S-, and surface waves can be used for tomographic models of different resolutions based on seismic wavelength, wave source distance, and the seismograph array coverage. The data received at seismometers are used to solve an inverse problem, wherein the locations of reflection and refraction of the wave paths are determined. This solution can be used to create 3D images of velocity anomalies which may be interpreted as structural, thermal, or compositional variations. Geoscientists use these images to better understand core, mantle, and plate tectonic processes.
Theory
Tomography is solved as an inverse problem. Seismic travel time data are compared to an initial Earth model and the model is modified until the best possible fit between the model predictions and observed data is found. Seismic waves would travel in straight lines if Earth was of uniform composition, but the compositional layering, tectonic structure, and thermal variations reflect and refract seismic waves. The location and magnitude of these variations can be calculated by the inversion process, although solutions to tomographic inversions are non-unique.
Seismic tomography is similar to medical x-ray computed tomography (CT scan) in that a computer processes receiver data to produce a 3D image, although CT scans use attenuation instead of traveltime difference. Seismic tomography has to deal with the analysis of curved ray paths which are reflected and refracted within the Earth, and potential uncertainty in the location of the earthquake hypocenter. CT scans use linear x-rays and a known source.
History
Seismic tomography requires large datasets of seismograms and well-located earthquake or explosion sources. These became more widely available in the 1960s with the expansion of global seismic networks, and in the 1970s when digital seismograph data archives were
Document 4:::
The epicenter (), epicentre, or epicentrum in seismology is the point on the Earth's surface directly above a hypocenter or focus, the point where an earthquake or an underground explosion originates.
Determination
The primary purpose of a seismometer is to locate the initiating points of earthquake epicenters. The secondary purpose, of determining the 'size' or magnitude must be calculated after the precise location is known.
The earliest seismographs were designed to give a sense of the direction of the first motions from an earthquake. The Chinese frog seismograph would have dropped its ball in the general compass direction of the earthquake, assuming a strong positive pulse. We now know that first motions can be in almost any direction depending on the type of initiating rupture (focal mechanism).
The first refinement that allowed a more precise determination of the location was the use of a time scale. Instead of merely noting, or recording, the absolute motions of a pendulum, the displacements were plotted on a moving graph, driven by a clock mechanism. This was the first seismogram, which allowed precise timing of the first ground motion, and an accurate plot of subsequent motions.
From the first seismograms, as seen in the figure, it was noticed that the trace was divided into two major portions. The first seismic wave to arrive was the P-wave, followed closely by the S-wave. Knowing the relative 'velocities of propagation', it was a simple matter to calculate the distance of the earthquake.
One seismograph would give the distance, but that could be plotted as a circle, with an infinite number of possibilities. Two seismographs would give two intersecting circles, with two possible locations. Only with a third seismograph would there be a precise location.
Modern earthquake location still requires a minimum of three seismometers. Most likely, there are many, forming a seismic array. The emphasis is on precision since much can be learned about the fau
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A few earthquakes take place away from plate boundaries, these are called what?
A. distant earthquakes
B. deformation earthquakes
C. outer earthquakes
D. intraplate earthquakes
Answer:
|
|
sciq-949
|
multiple_choice
|
What is the single bone that forms the posterior skull and posterior base of the cranial cavity?
|
[
"radiating bone",
"limbic bone",
"maxilla",
"occipital bone"
] |
D
|
Relavent Documents:
Document 0:::
The skull is a bone protective cavity for the brain. The skull is composed of four types of bone i.e., cranial bones, facial bones, ear ossicles and hyoid bone. However two parts are more prominent: the cranium (: craniums or crania) and the mandible. In humans, these two parts are the neurocranium (braincase) and the viscerocranium (facial skeleton) that includes the mandible as its largest bone. The skull forms the anterior-most portion of the skeleton and is a product of cephalisation—housing the brain, and several sensory structures such as the eyes, ears, nose, and mouth. In humans these sensory structures are part of the facial skeleton.
Functions of the skull include protection of the brain, fixing the distance between the eyes to allow stereoscopic vision, and fixing the position of the ears to enable sound localisation of the direction and distance of sounds. In some animals, such as horned ungulates (mammals with hooves), the skull also has a defensive function by providing the mount (on the frontal bone) for the horns.
The English word skull is probably derived from Old Norse , while the Latin word comes from the Greek root (). The human skull fully develops two years after birth.The junctions of the skull bones are joined by structures called sutures.
The skull is made up of a number of fused flat bones, and contains many foramina, fossae, processes, and several cavities or sinuses. In zoology there are openings in the skull called fenestrae.
Structure
Humans
The human skull is the bone structure that forms the head in the human skeleton. It supports the structures of the face and forms a cavity for the brain. Like the skulls of other vertebrates, it protects the brain from injury.
The skull consists of three parts, of different embryological origin—the neurocranium, the sutures, and the facial skeleton (also called the membraneous viscerocranium). The neurocranium (or braincase) forms the protective cranial cavity that surrounds and houses the
Document 1:::
In human anatomy, the neurocranium, also known as the braincase, brainpan, or brain-pan is the upper and back part of the skull, which forms a protective case around the brain. In the human skull, the neurocranium includes the calvaria or skullcap. The remainder of the skull is the facial skeleton.
In comparative anatomy, neurocranium is sometimes used synonymously with endocranium or chondrocranium.
Structure
The neurocranium is divided into two portions:
the membranous part, consisting of flat bones, which surround the brain; and
the cartilaginous part, or chondrocranium, which forms bones of the base of the skull.
In humans, the neurocranium is usually considered to include the following eight bones:
1 ethmoid bone
1 frontal bone
1 occipital bone
2 parietal bones
1 sphenoid bone
2 temporal bones
The ossicles (three on each side) are usually not included as bones of the neurocranium. There may variably also be extra sutural bones present.
Below the neurocranium is a complex of openings (foramina) and bones, including the foramen magnum which houses the neural spine. The auditory bullae, located in the same region, aid in hearing.
The size of the neurocranium is variable among mammals. The roof may contain ridges such as the temporal crests.
Development
The neurocranium arises from paraxial mesoderm. There is also some contribution of ectomesenchyme. In Chondrichthyes and other cartilaginous vertebrates this portion of the cranium does not ossify; it is not replaced via endochondral ossification.
Other animals
The neurocranium is formed by the combination of the endocranium, the lower portions of the cranial vault, and the skull roof. Through the course of evolution, the human neurocranium has expanded from comprising the back part of the mammalian skull to being also the upper part: during the evolutionary expansion of the brain, the neurocranium has overgrown the splanchnocranium. The upper-frontmost part of the cranium also houses the evolutio
Document 2:::
The dorsum sellae is part of the sphenoid bone in the skull. Together with the basilar part of the occipital bone it forms the clivus.
In the sphenoid bone, the anterior boundary of the sella turcica is completed by two small eminences, one on either side, called the middle clinoid processes, while the posterior boundary is formed by a square-shaped plate of bone, the dorsum sellae, ending at its superior angles in two tubercles, the posterior clinoid processes, the size and form of which vary considerably in different individuals.
Additional images
Document 3:::
The basilar part of the occipital bone (also basioccipital) extends forward and upward from the foramen magnum, and presents in front an area more or less quadrilateral in outline.
In the young skull this area is rough and uneven, and is joined to the body of the sphenoid by a plate of cartilage.
By the twenty-fifth year this cartilaginous plate is ossified, and the occipital and sphenoid form a continuous bone.
Surfaces
On its lower surface, about 1 cm. in front of the foramen magnum, is the pharyngeal tubercle which gives attachment to the fibrous raphe of the pharynx.
On either side of the middle line the longus capitis and rectus capitis anterior are inserted, and immediately in front of the foramen magnum the anterior atlantooccipital membrane is attached.
The upper surface, which constitutes the lower half of the clivus, presents a broad, shallow groove which inclines upward and forward from the foramen magnum; it supports the medulla oblongata, and near the margin of the foramen magnum gives attachment to the tectorial membrane
On the lateral margins of this surface are faint grooves for the inferior petrosal sinuses.
Additional images
Document 4:::
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 sinuses.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the single bone that forms the posterior skull and posterior base of the cranial cavity?
A. radiating bone
B. limbic bone
C. maxilla
D. occipital bone
Answer:
|
|
sciq-3737
|
multiple_choice
|
In ancient egypt gold mines were the property of what?
|
[
"city",
"state",
"people",
"prospectors"
] |
B
|
Relavent Documents:
Document 0:::
Ian James Mathieson (23 May 1927 – 24 June 2010) was a Scottish Egyptologist and Land Surveyor. He pioneered various methods of surveying and mapping of large archaeological sites avoiding the expense or intrusion of excavation.
Early life
Ian Mathieson was born in Edinburgh, the son of James Mathieson, a design engineer. Mathieson attended Daniel Stewart’s College. After military service he qualified as a mining surveyor and geologist at the Heriot Watt College, Edinburgh.
Career
Mathieson first applied his surveying and geological skills with the National Coal Board. In 1956 he joined Hunting Surveys hoping to be part of a survey team in Antarctica that year. Instead, he found himself mapping the valley of the Euphrates River in Iraq. At home and abroad, his projects with the company included working on the location of the Tay Road Bridge and the Severn Bridge, the building of the Dez Dam in Iran, and the mapping of the Five Rivers Canal System in Pakistan and India. In 1965-66, he was in a party that crossed the great Nafud Desert in Saudi Arabia, travelling in convoy and navigating by the sun and stars. In 1972 he became a partner and technical director with Survey and Development Services, Edinburgh, subsequently establishing offices in Saudi Arabia and in Egypt.
Archaeology
Mathieson had long had an interest in archaeology, having visited many Roman sites in Scotland. He devised non-intrusive excavation methods using his experience in geology and civil engineering. However, it was while working in Egypt that he developed a passion for the ancient history of that land. From that point on, especially after he retired from full-time work in 1986, Ancient Egypt would be the focus of his attention.
He first volunteered his services to Harry Smith and David Jeffreys at Memphis and Barry Kemp at Tel el Amarna where he developed his experience in the use of the resistivity meter and the proton magnetometer. Then in 1990 he successfully applied to the E
Document 1:::
The School of Textile and Clothing industries (ESITH) is a Moroccan engineering school, established in 1996, that focuses on textiles and clothing. It was created in collaboration with ENSAIT and ENSISA, as a result of a public private partnership designed to grow a key sector in the Moroccan economy. The partnership was successful and has been used as a model for other schools.
ESITH is the only engineering school in Morocco that provides a comprehensive program in textile engineering with internships for students at the Canadian Group CTT. Edith offers three programs in industrial engineering: product management, supply chain, and logistics, and textile and clothing
Document 2:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 4:::
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.
In ancient egypt gold mines were the property of what?
A. city
B. state
C. people
D. prospectors
Answer:
|
|
sciq-9460
|
multiple_choice
|
Sterols are a subgroup of what?
|
[
"nutrients",
"steroids",
"antibiotics",
"nuclides"
] |
B
|
Relavent Documents:
Document 0:::
7-Dehydrositosterol is a sterol which serves as a precursor for sitocalciferol (vitamin D5).
External links
Sterols
Vitamin D
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:::
Steviol glycosides are the chemical compounds responsible for the sweet taste of the leaves of the South American plant Stevia rebaudiana (Asteraceae) and the main ingredients (or precursors) of many sweeteners marketed under the generic name stevia and several trade names. They also occur in the related species S. phlebophylla (but in no other species of Stevia) and in the plant Rubus chingii (Rosaceae).
Steviol glycosides from Stevia rebaudiana have been reported to be between 30 and 320 times sweeter than sucrose, although there is some disagreement in the technical literature about these numbers. They are heat-stable, pH-stable, and do not ferment.
Steviol glycosides do not induce a glycemic response when ingested, because humans cannot metabolize stevia. The acceptable daily intake (ADI) for steviol glycosides, expressed as steviol equivalents, has been established to be 4 mg/kg body weight/day, and is based on no observed effects of a 100 fold higher dose in a rat study.
Structure
These compounds are glycosides of steviol. Specifically, their molecules can be viewed as a steviol molecule, with its carboxyl hydrogen atom replaced by a glucose molecule to form an ester, and a hydroxyl hydrogen with combinations of glucose and rhamnose to form an acetal.
The steviol glycosides found in S. rebaudiana leaves, and their dry weight percentage, include:
Stevioside (5–10%)
Dulcoside A (0.5–1%)
Rebaudioside A (2–4%)
Rebaudioside B
Rebaudioside C (1–2%)
Rebaudioside D
Rebaudioside E
Rebaudioside F
Rubusoside
Steviolbioside
The last three are present only in minute quantities, and rebaudioside B has been claimed to be a byproduct of the isolation technique. A commercial steviol glycoside mixture extracted from the plant was found to have about 80% stevioside, 8% rebaudioside A, and 0.6% rebaudioside C.
Document 3:::
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers.
There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (Humanities, Arts, and Social Sciences), rebranded in 2020 as SHAPE (Social Sciences, Humanities and the Arts for People and the Economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM.
Terminology
History
Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering edu
Document 4:::
A protosteroid or primordial fat is a lipid precursor, which can be transformed during subsequent biochemical reactions and finally become steroid. The protosteroids are biomarkers that are produced by ancient eukaryotes belonged to the microorganisms in the protosterol biota. The intermediate compounds created by these eukaryotes while making crown sterol molecules.
For the first time, the German biochemist and Nobel laureate Konrad Emil Bloch thought that instead of today's sterols, earlier life forms could have used chemical intermediates in their cells. He called these intermediates protosteroids. Later researchers synthesized protosteroids called lanosterol, cycloartenol, and 24-methylene cycloartenol. Then researchers from the Australian National University and the University of Bremen found protosteroids in rocks that formed 1.6 billion years ago in the Barney Creek Formation in Northern Australia. The researchers also found derivatives that matched the pattern produced by 24-methylene cycloartenol in 1.3-billion-year-old rocks.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Sterols are a subgroup of what?
A. nutrients
B. steroids
C. antibiotics
D. nuclides
Answer:
|
|
sciq-8694
|
multiple_choice
|
What areas of the planet are most birds native to?
|
[
"desert",
"tundra",
"mountainous",
"tropical"
] |
D
|
Relavent Documents:
Document 0:::
Remote Sensing in Ecology and Conservation is an academic journal published by John Wiley & Sons on behalf of the Zoological Society of London (ZSL) about ecology and remote sensing.
According to the Journal Citation Reports, the journal has a 2020 impact factor of 5.481. It is edited by Nathalie Pettorelli (ZSL).
Document 1:::
Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
Document 2:::
A Key Habitat Site is a Canadian Wildlife Service designation for an area that supports at least 1% of the country's population of any migratory bird species, or subspecies, at any time. There may be overlap with areas designated as a migratory bird sanctuary or National Wildlife Area.
Document 3:::
An urban wild is a remnant of a natural ecosystem found in the midst of an otherwise highly developed urban area.
Utility
Urban wilds, particularly those of several acres or more, are often intact ecological systems that can provide essential ecosystem functions such as the filtering of urban run-off, the storing and slowing the flow of stormwater, amelioration of the warming effect of urban development, and generally benefiting local air quality.
Typically, urban wilds are home to native vegetation and animal life as well as some introduced species. Urban wilds are vital to species of migratory birds that have nested in a given area since prior to its urbanization.
Preservation
Without formal protection, urban wilds are vulnerable to development. However, achieving formal protection of a large urban wild can be difficult. Land tenure of a single ecological area can be complex, with multiple public and private entities owning adjacent properties.
Key strategies used in the preservation of urban wilds have included conservation restrictions that keep complex land tenure systems in place while protecting the entire landscape. Public/private partnerships have also been successful in protecting urban wilds.
The urban wilds prioritized by municipalities tend to be partial wetlands that perform a range of ecological services while contributing to the biological diversity of the region.
Passive parks
There is some discussion about whether natural areas that are not at an appropriate scale to perform significant ecosystem services should instead be categorized as passive parks as opposed to urban wilds. Smaller urban wilds are used for passive recreation and have less value to the city in terms of enhancing ecosystem function.
Document 4:::
The Central Highlands, Central High Plateau, or Hauts-Plateaux are a mountainous biogeographical region in central Madagascar. They include the contiguous part of the island's interior above 800 m (2,600 ft) altitude. The Central Highlands are separated from the Northern Highlands of the northern tip of Madagascar by a low-lying valley, the Mandritsara Window, which has apparently acted as a barrier to dispersal for species in the highlands, leading to species pairs such as Voalavo gymnocaudus and Voalavo antsahabensis in the Northern and Central Highlands. Species restricted to the Central Highlands include the bats Miniopterus manavi and Miniopterus sororculus; the rodents Brachyuromys betsileoensis and Voalavo antsahabensis; the tenrecs Hemicentetes nigriceps and Oryzorictes tetradactylus; and the lemur Cheirogaleus sibreei. Because of the continuous habitat of the Central Highlands, there is little local endemism, unlike the Northern Highlands.
See also
Madagascar subhumid forests
Notes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What areas of the planet are most birds native to?
A. desert
B. tundra
C. mountainous
D. tropical
Answer:
|
|
sciq-9086
|
multiple_choice
|
The pion can only be created by violating the conservation of what?
|
[
"time-space",
"momentum",
"quantum physics",
"mass-energy"
] |
D
|
Relavent Documents:
Document 0:::
The Contemporary Physics Education Project (CPEP) is an "organization of teachers, educators, and physicists" formed in 1987. The group grew out of the Conference on the Teaching of Modern Physics held at Fermilab in 1986, organized by the American Association of Physics Teachers. The group's first effort aimed to supply a chart for particle physics teaching that would rival the Periodic Table of the elements. The first version of this chart was published in 1989.
CPEP has created five charts emphasizing contemporary aspects of physics research: particles and interactions; fusion and plasma physics; nuclear science; and cosmology; and gravity.. Almost half a million of these charts and similar products have been distributed.
The group has created website support for teaching for each of the charts.
CPEP received the 2017 "Excellence in Physics Education Award" from the American Physical Society, "for leadership in providing educational materials on contemporary physics topics to students for over 25 years."
Offshoots of CPEP include the book, "The Charm of Strange Quarks: Mysteries and Revolutions of Particle Physics" (2000), by R. Michael Barnett, Henry Muehry, and Helen R. Quinn, three of the founders of CPEP. See also the web site "The Particle Adventure: The Fundamentals of Matter and Force".
R. Michael Barnett described the formation and early days of CPEP in a Nobel Symposium Lecture in 2002.
Document 1:::
The Physics Instructional Association (PIRA) is an American association of physics education professionals and enthusiasts. Members are physics teachers, physics administrators, physics educational support staff and physics students. Interests cover all aspects of physics education with an emphasis on demonstrations, laboratories and outreach.
The association is also responsible for maintaining the Demonstration Classification Scheme (DCS), a standardized scheme for categorization of physics demonstrations.
Affiliations
PIRA holds annual meetings during the summer meeting of the American Association of Physics Teachers. It is sponsored by the Apparatus Committee and annually hosts the Lecture Demonstration Workshop. PIRA assists or hosts the Physics Demonstrations Show at each summer meeting when the hosting institution requests.
Demonstration bibliography
PIRA has continually updated the Demonstration Bibliography since its inception in the 1980s. It is based on a unique numbering system called the Demonstration Classification Scheme (DCS). The scheme originated from the demonstrations catalog used at the University of Minnesota.
PIRA has also generated a subset of this list called the PIRA 200. These 200 demonstrations are the recommended basic collection for any physics department.
See also
Scientific demonstration
Document 2:::
The Einstein Papers Project (EPP) produces the historical edition of the writings and correspondence of Albert Einstein. The EPP collects, transcribes, translates, annotates, and publishes materials from Einstein's literary estate and a multitude of other repositories, which hold Einstein-related historical sources. The staff of the project is an international collaborative group of scholars, editors, researchers, and administrators working on the ongoing authoritative edition, The Collected Papers of Albert Einstein (CPAE).
The EPP was established by Princeton University Press (PUP) in 1977 at the Institute for Advanced Study. The founding editor of the project was professor of physics John Stachel. In 1984, the project moved from Princeton to Stachel's home institution, Boston University. The first volume of the CPAE was published by PUP in 1987. The following year, historian of science Martin J. Klein of Yale University was appointed senior editor of the project. Volumes 1-6 and 8 of the series were completed during the project's time in Boston.
In 2000, professor of history Diana Kormos-Buchwald was appointed general editor and director of the EPP and established offices for the project at the California Institute of Technology (Caltech) In Pasadena, California. Volumes 7 and 9-16 of the CPAE have been completed since the project's move to Caltech. (Volume 11 in the series is a comprehensive index and bibliography to Volumes 1-10).
The CPAE volumes include Einstein's books, his published and unpublished scientific and non-scientific articles, his lecture and research notebooks, travel diaries, book reviews, appeals, and reliable records of his lectures, speeches, interviews with the press, and other oral statements. The volumes also include his professional, personal, and political correspondence. Each annotated volume, referred to as the documentary edition, presents full text documents in their original language, primarily German. Introductions, endnotes, t
Document 3:::
The Center for the Fundamental Laws of Nature is a research center at Harvard University that focuses on theoretical particle physics and cosmology.
About
The Center for the Fundamental Laws of nature is the high-energy theory group in Harvard's Physics Department. , it had 12 faculty and affiliate faculty, 18 postdoctoral, and 19 graduate student members, in addition to multiple affiliates, visiting scholars, and staff. A number of prominent particle theorists have earned degrees or worked at Harvard, including Nobel Laureates David Politzer (PhD 1974), Sheldon Glashow (PhD 1959), David Gross, Steven Weinberg, and Julian Schwinger.
Research
Current areas of research listed include:
Quantum gravity
String theory
Black holes
Applications of AdS/CFT
Physics beyond the standard model
Dark matter
Effective field theories
Document 4:::
The Maryland Center for Fundamental Physics (MCFP) is a research institute at the University of Maryland, College Park focused on theoretical physics.
About
The MCFP was founded in 2007 and is currently directed by Raman Sundrum. It is a subdivision of the Department of Physics as well as the College of Computer, Mathematical, and Natural Sciences at the University of Maryland. It houses research in theoretical elementary particle physics, gravitation, and quarks.
Members
Members currently include 13 full-time faculty, as well as many postdocs, graduate students, and visitors. Present and past faculty include:
Alessandra Buonanno, gravitational wave physicist
Sylvester James Gates, string theorist, recipient of National Medal of Science
Oscar Greenberg, known for color charge
Ted Jacobson, gravitational physicist
Xiangdong Ji, former director of MCTP, nuclear physicist, recipient of Herman Feshbach Prize
Charles Misner, known for his book on gravitation, recipient of Dannie Heineman Prize for Mathematical Physics
Rabindra Mohapatra, theoretical particle physicist
Jogesh Pati, particle physicist, recipient of Dirac Medal
Raman Sundrum, director, known for Randall-Sundrum models
Aron Wall, winner of 2019 New Horizons Prize in physics.
See also
Center for Theoretical Physics (disambiguation)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The pion can only be created by violating the conservation of what?
A. time-space
B. momentum
C. quantum physics
D. mass-energy
Answer:
|
|
sciq-4609
|
multiple_choice
|
Angiosperms produce their gametes in separate organs, which are usually housed in these?
|
[
"seeds",
"leaves",
"flowers",
"stems"
] |
C
|
Relavent Documents:
Document 0:::
Important structures in plant development are buds, shoots, roots, leaves, and flowers; plants produce these tissues and structures throughout their life from meristems located at the tips of organs, or between mature tissues. Thus, a living plant always has embryonic tissues. By contrast, an animal embryo will very early produce all of the body parts that it will ever have in its life. When the animal is born (or hatches from its egg), it has all its body parts and from that point will only grow larger and more mature. However, both plants and animals pass through a phylotypic stage that evolved independently and that causes a developmental constraint limiting morphological diversification.
According to plant physiologist A. Carl Leopold, the properties of organization seen in a plant are emergent properties which are more than the sum of the individual parts. "The assembly of these tissues and functions into an integrated multicellular organism yields not only the characteristics of the separate parts and processes but also quite a new set of characteristics which would not have been predictable on the basis of examination of the separate parts."
Growth
A vascular plant begins from a single celled zygote, formed by fertilisation of an egg cell by a sperm cell. From that point, it begins to divide to form a plant embryo through the process of embryogenesis. As this happens, the resulting cells will organize so that one end becomes the first root while the other end forms the tip of the shoot. In seed plants, the embryo will develop one or more "seed leaves" (cotyledons). By the end of embryogenesis, the young plant will have all the parts necessary to begin in its life.
Once the embryo germinates from its seed or parent plant, it begins to produce additional organs (leaves, stems, and roots) through the process of organogenesis. New roots grow from root meristems located at the tip of the root, and new stems and leaves grow from shoot meristems located at the
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:::
In botany, floral morphology is the study of the diversity of forms and structures presented by the flower, which, by definition, is a branch of limited growth that bears the modified leaves responsible for reproduction and protection of the gametes, called floral pieces.
Fertile leaves or sporophylls carry sporangiums, which will produce male and female gametes and therefore are responsible for producing the next generation of plants. The sterile leaves are modified leaves whose function is to protect the fertile parts or to attract pollinators. The branch of the flower that joins the floral parts to the stem is a shaft called the pedicel, which normally dilates at the top to form the receptacle in which the various floral parts are inserted.
All spermatophytes ("seed plants") possess flowers as defined here (in a broad sense), but the internal organization of the flower is very different in the two main groups of spermatophytes: living gymnosperms and angiosperms. Gymnosperms may possess flowers that are gathered in strobili, or the flower itself may be a strobilus of fertile leaves. Instead a typical angiosperm flower possesses verticils or ordered whorls that, from the outside in, are composed first of sterile parts, commonly called sepals (if their main function is protective) and petals (if their main function is to attract pollinators), and then the fertile parts, with reproductive function, which are composed of verticils or whorls of stamens (which carry the male gametes) and finally carpels (which enclose the female gametes).
The arrangement of the floral parts on the axis, the presence or absence of one or more floral parts, the size, the pigmentation and the relative arrangement of the floral parts are responsible for the existence of a great variety of flower types. Such diversity is particularly important in phylogenetic and taxonomic studies of angiosperms. The evolutionary interpretation of the different flower types takes into account aspects of
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:::
Organography (from Greek , organo, "organ"; and , -graphy) is the scientific description of the structure and function of the organs of living things.
History
Organography as a scientific study starts with Aristotle, who considered the parts of plants as "organs" and began to consider the relationship between different organs and different functions. In the 17th century Joachim Jung, clearly articulated that plants are composed of different organ types such as root, stem and leaf, and he went on to define these organ types on the basis of form and position.
In the following century Caspar Friedrich Wolff was able to follow the development of organs from the "growing points" or apical meristems. He noted the commonality of development between foliage leaves and floral leaves (e.g. petals) and wrote: "In the whole plant, whose parts we wonder at as being, at the first glance, so extraordinarily diverse, I finally perceive and recognize nothing beyond leaves and stem (for the root may be regarded as a stem). Consequently all parts of the plant, except the stem, are modified leaves."
Similar views were propounded at by Goethe in his well-known treatise. He wrote: "The underlying relationship between the various external parts of the plant, such as the leaves, the calyx, the corolla, the stamens, which develop one after the other and, as it were, out of one another, has long been generally recognized by investigators, and has in fact been specially studied; and the operation by which one and the same organ presents itself to us in various forms has been termed Metamorphosis of Plants."
See also
morphology (biology)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Angiosperms produce their gametes in separate organs, which are usually housed in these?
A. seeds
B. leaves
C. flowers
D. stems
Answer:
|
|
sciq-10969
|
multiple_choice
|
Changes in temperature, ph, and exposure to chemicals may lead to permanent changes in the shape of a protein, leading to loss of function known as what?
|
[
"denaturation",
"bioturbation",
"fermentation",
"digestion"
] |
A
|
Relavent Documents:
Document 0:::
Temperature-sensitive mutants are variants of genes that allow normal function of the organism at low temperatures, but altered function at higher temperatures. Cold sensitive mutants are variants of genes that allow normal function of the organism at higher temperatures, but altered function at low temperatures.
Mechanism
Most temperature-sensitive mutations affect proteins, and cause loss of protein function at the non-permissive temperature. The permissive temperature is one at which the protein typically can fold properly, or remain properly folded. At higher temperatures, the protein is unstable and ceases to function properly. These mutations are usually recessive in diploid organisms. Temperature sensitive mutants arrange a reversible mechanism and are able to reduce particular gene products at varying stages of growth and are easily done by changing the temperature of growth.
Permissive temperature
The permissive temperature is the temperature at which a temperature-sensitive mutant gene product takes on a normal, functional phenotype.
When a temperature-sensitive mutant is grown in a permissive condition, the mutated gene product behaves normally (meaning that the phenotype is not observed), even if there is a mutant allele present. This results in the survival of the cell or organism, as if it were a wild type strain. In contrast, the nonpermissive temperature or restrictive temperature is the temperature at which the mutant phenotype is observed.
Temperature sensitive mutations are usually missense mutations, which then will harbor the function of a specified necessary gene at the standard, permissive, low temperature. It will alternatively lack the function at a rather high, non-permissive, temperature and display a hypomorphic (partial loss of gene function) and a middle, semi-permissive, temperature.
Use in research
Temperature-sensitive mutants are useful in biological research. They allow the study of essential processes required for the surviv
Document 1:::
In molecular biology, protein catabolism is the breakdown of proteins into smaller peptides and ultimately into amino acids. Protein catabolism is a key function of digestion process. Protein catabolism often begins with pepsin, which converts proteins into polypeptides. These polypeptides are then further degraded. In humans, the pancreatic proteases include trypsin, chymotrypsin, and other enzymes. In the intestine, the small peptides are broken down into amino acids that can be absorbed into the bloodstream. These absorbed amino acids can then undergo amino acid catabolism, where they are utilized as an energy source or as precursors to new proteins.
The amino acids produced by catabolism may be directly recycled to form new proteins, converted into different amino acids, or can undergo amino acid catabolism to be converted to other compounds via the Krebs cycle.
Interface with other metabolic and salvage pathways
Protein catabolism produces amino acids that are used to form bacterial proteins or oxidized to meet the energy needs of the cell. The amino acids that are produced by protein catabolism can then be further catabolized in amino acid catabolism. Among the several degradative processes for amino acids are Deamination (removal of an amino group), transamination (transfer of amino group), decarboxylation (removal of carboxyl group), and dehydrogenation (removal of hydrogen). Degradation of amino acids can function as part of a salvage pathway, whereby parts of degraded amino acids are used to create new amino acids, or as part of a metabolic pathway whereby the amino acid is broken down to release or recapture chemical energy. For example, the chemical energy that is released by oxidization in a dehydrogenation reaction can be used to reduce NAD+ to NADH, which can then be fed directly into the Krebs/Citric Acid (TCA) Cycle.
Protein degradation
Protein degradation differs from protein catabolism. Proteins are produced and destroyed routinely as par
Document 2:::
Thermolabile refers to a substance which is subject to, decomposition, or change in response to heat. This term is often used
describe biochemical substances.
For example, many bacterial exotoxins are thermolabile and can be easily inactivated by the application of moderate heat.
Enzymes are also thermolabile and lose their activity when the temperature rises.
Loss of activity in such toxins and enzymes is likely due to change in the three-dimensional structure of the toxin protein during exposure to heat.
In pharmaceutical compounds, heat generated during grinding may lead to degradation of thermolabile compounds.
This is of particular use in testing gene function. This is done by intentionally creating mutants which are thermolabile. Growth below the permissive temperature allows normal protein function, while increasing the temperature above the permissive temperature ablates activity, likely by denaturing the protein.
Thermolabile enzymes are also studied for their applications in DNA replication techniques, such as PCR, where thermostable enzymes are necessary for proper DNA replication. Enzyme function at higher temperatures may be enhanced with trehalose, which opens up the possibility of using normally thermolabile enzymes in DNA replication.
See also
Thermostable
Thermolabile protecting groups
Document 3:::
Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
Document 4:::
Acclimatization or acclimatisation (also called acclimation or acclimatation) is the process in which an individual organism adjusts to a change in its environment (such as a change in altitude, temperature, humidity, photoperiod, or pH), allowing it to maintain fitness across a range of environmental conditions. Acclimatization occurs in a short period of time (hours to weeks), and within the organism's lifetime (compared to adaptation, which is evolution, taking place over many generations). This may be a discrete occurrence (for example, when mountaineers acclimate to high altitude over hours or days) or may instead represent part of a periodic cycle, such as a mammal shedding heavy winter fur in favor of a lighter summer coat. Organisms can adjust their morphological, behavioral, physical, and/or biochemical traits in response to changes in their environment. While the capacity to acclimate to novel environments has been well documented in thousands of species, researchers still know very little about how and why organisms acclimate the way that they do.
Names
The nouns acclimatization and acclimation (and the corresponding verbs acclimatize and acclimate) are widely regarded as synonymous, both in general vocabulary and in medical vocabulary. The synonym acclimatation is less commonly encountered, and fewer dictionaries enter it.
Methods
Biochemical
In order to maintain performance across a range of environmental conditions, there are several strategies organisms use to acclimate. In response to changes in temperature, organisms can change the biochemistry of cell membranes making them more fluid in cold temperatures and less fluid in warm temperatures by increasing the number of membrane proteins. In response to certain stressors, some organisms express so-called heat shock proteins that act as molecular chaperones and reduce denaturation by guiding the folding and refolding of proteins. It has been shown that organisms which are acclimated to high or low t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Changes in temperature, ph, and exposure to chemicals may lead to permanent changes in the shape of a protein, leading to loss of function known as what?
A. denaturation
B. bioturbation
C. fermentation
D. digestion
Answer:
|
|
sciq-4747
|
multiple_choice
|
What is regulated to ensure that the correct proteins are made?
|
[
"Fat expression",
"variation expression",
"acids expression",
"gene expression"
] |
D
|
Relavent Documents:
Document 0:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 1:::
Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules.
Articles related to biochemistry include:
0–9
2-amino-5-phosphonovalerate - 3' end - 5' end
Document 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:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 4:::
Gene expression is the process by which information from a gene is used in the synthesis of a functional gene product that enables it to produce end products, proteins or non-coding RNA, and ultimately affect a phenotype. These products are often proteins, but in non-protein-coding genes such as transfer RNA (tRNA) and small nuclear RNA (snRNA), the product is a functional non-coding RNA. Gene expression is summarized in the central dogma of molecular biology first formulated by Francis Crick in 1958, further developed in his 1970 article, and expanded by the subsequent discoveries of reverse transcription and RNA replication.
The process of gene expression is used by all known life—eukaryotes (including multicellular organisms), prokaryotes (bacteria and archaea), and utilized by viruses—to generate the macromolecular machinery for life.
In genetics, gene expression is the most fundamental level at which the genotype gives rise to the phenotype, i.e. observable trait. The genetic information stored in DNA represents the genotype, whereas the phenotype results from the "interpretation" of that information. Such phenotypes are often displayed by the synthesis of proteins that control the organism's structure and development, or that act as enzymes catalyzing specific metabolic pathways.
All steps in the gene expression process may be modulated (regulated), including the transcription, RNA splicing, translation, and post-translational modification of a protein. Regulation of gene expression gives control over the timing, location, and amount of a given gene product (protein or ncRNA) present in a cell and can have a profound effect on the cellular structure and function. Regulation of gene expression is the basis for cellular differentiation, development, morphogenesis and the versatility and adaptability of any organism. Gene regulation may therefore serve as a substrate for evolutionary change.
Mechanism
Transcription
The production of a RNA copy from a DNA st
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is regulated to ensure that the correct proteins are made?
A. Fat expression
B. variation expression
C. acids expression
D. gene expression
Answer:
|
|
ai2_arc-407
|
multiple_choice
|
How many atoms are in one formula unit of magnesium hydroxide, Mg(OH)_{2}?
|
[
"6",
"5",
"4",
"3"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The mass recorded by a mass spectrometer can refer to different physical quantities depending on the characteristics of the instrument and the manner in which the mass spectrum is displayed.
Units
The dalton (symbol: Da) is the standard unit that is used for indicating mass on an atomic or molecular scale (atomic mass). The unified atomic mass unit (symbol: u) is equivalent to the dalton. One dalton is approximately the mass of one a single proton or neutron. The unified atomic mass unit has a value of . The amu without the "unified" prefix is an obsolete unit based on oxygen, which was replaced in 1961.
Molecular mass
The molecular mass (abbreviated Mr) of a substance, formerly also called molecular weight and abbreviated as MW, is the mass of one molecule of that substance, relative to the unified atomic mass unit u (equal to 1/12 the mass of one atom of 12C). Due to this relativity, the molecular mass of a substance is commonly referred to as the relative molecular mass, and abbreviated to Mr.
Average mass
The average mass of a molecule is obtained by summing the average atomic masses of the constituent elements. For example, the average mass of natural water with formula H2O is 1.00794 + 1.00794 + 15.9994 = 18.01528 Da.
Mass number
The mass number, also called the nucleon number, is the number of protons and neutrons in an atomic nucleus. The mass number is unique for each isotope of an element and is written either after the element name or as a superscript to the left of an element's symbol. For example, carbon-12 (12C) has 6 protons and 6 neutrons.
Nominal mass
The nominal mass for an element is the mass number of its most abundant naturally occurring stable isotope, and for an ion or molecule, the nominal mass is the sum of the nominal masses of the constituent atoms. Isotope abundances are tabulated by IUPAC: for example carbon has two stable isotopes 12C at 98.9% natural abundance and 13C at 1.1% natural abundance, thus the nominal mass of carbon i
Document 2:::
Math in Moscow (MiM) is a one-semester study abroad program for North American and European undergraduates held at the Independent University of Moscow (IUM) in Moscow, Russia. The program consists mainly of math courses that are taught in English. The program was first offered in 2001, and since 2008 has been run jointly by the Independent University of Moscow, Moscow Center for Continuous Mathematical Education, and the Higher School of Economics (HSE).
The program has hosted over 200 participants, including students from Harvard, Princeton, MIT, Harvey Mudd, Berkeley, Cornell, Yale, Wesleyan, McGill, Toronto, and Montreal.
Features
The MiM semester lasts fifteen weeks with fourteen weeks of teaching and one week of exams. Math courses are lectured by professors of the Independent University of Moscow and the Math Department of National Research University Higher School of Economics. The cultural elements of the program include organized trips to Saint Petersburg and to the Golden Ring towns of Vladimir and Suzdal. Students live in the dormitory of the Higher School of Economics.
Each semester the American Mathematical Society offers up to five "Math in Moscow" scholarships provided by the National Science Foundation to US undergraduates, and the Canadian Mathematical Society offers one or two NSERC scholarships to Canadian students.
The program is often reviewed favorably by North American students and their departments.
Curriculum
The primary curriculum is entirely mathematical, drawing from every major field of mathematics. All courses are taught jointly with the Higher School of Economics, and are often attended by students from the HSE master's program. Likewise, Math in Moscow participants may attend open lectures and seminars at the Higher School of Economics. The Math in Moscow courses are formally divided into three groups according to the expected prerequisites, however admitted students may choose to attend whichever and as many courses as they
Document 3:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 4:::
The Mathematics Subject Classification (MSC) is an alphanumerical classification scheme that has collaboratively been produced by staff of, and based on the coverage of, the two major mathematical reviewing databases, Mathematical Reviews and Zentralblatt MATH. The MSC is used by many mathematics journals, which ask authors of research papers and expository articles to list subject codes from the Mathematics Subject Classification in their papers. The current version is MSC2020.
Structure
The MSC is a hierarchical scheme, with three levels of structure. A classification can be two, three or five digits long, depending on how many levels of the classification scheme are used.
The first level is represented by a two-digit number, the second by a letter, and the third by another two-digit number. For example:
53 is the classification for differential geometry
53A is the classification for classical differential geometry
53A45 is the classification for vector and tensor analysis
First level
At the top level, 64 mathematical disciplines are labeled with a unique two-digit number. In addition to the typical areas of mathematical research, there are top-level categories for "History and Biography", "Mathematics Education", and for the overlap with different sciences. Physics (i.e. mathematical physics) is particularly well represented in the classification scheme with a number of different categories including:
Fluid mechanics
Quantum mechanics
Geophysics
Optics and electromagnetic theory
All valid MSC classification codes must have at least the first-level identifier.
Second level
The second-level codes are a single letter from the Latin alphabet. These represent specific areas covered by the first-level discipline. The second-level codes vary from discipline to discipline.
For example, for differential geometry, the top-level code is 53, and the second-level codes are:
A for classical differential geometry
B for local differential geometry
C for glo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many atoms are in one formula unit of magnesium hydroxide, Mg(OH)_{2}?
A. 6
B. 5
C. 4
D. 3
Answer:
|
|
sciq-2514
|
multiple_choice
|
Where are protons found in the atom?
|
[
"in the orbital",
"in the nucleus",
"within electrons",
"outside the nucleus"
] |
B
|
Relavent Documents:
Document 0:::
The protonosphere is a layer of the Earth's atmosphere (or any planet with a similar atmosphere) where the dominant components are atomic hydrogen and ionic hydrogen (protons). It is the outer part of the ionosphere, and extends to the interplanetary medium. Hydrogen dominates in the outermost layers because it is the lightest gas, and in the heterosphere, mixing is not strong enough to overcome differences in constituent gas densities. Charged particles are created by incoming ionizing radiation, mostly from solar radiation.
Document 1:::
The proton radius puzzle is an unanswered problem in physics relating to the size of the proton. Historically the proton charge radius was measured by two independent methods, which converged to a value of about 0.877 femtometres (1 fm = 10−15 m). This value was challenged by a 2010 experiment using a third method, which produced a radius about 4% smaller than this, at 0.842 femtometres. New experimental results reported in the autumn of 2019 agree with the smaller measurement, as does a re-analysis of older data published in 2022. While some believe that this difference has been resolved, this opinion is not yet universally held.
Problem
Prior to 2010, the proton charge radius was measured using one of two methods: one relying on spectroscopy, and one relying on nuclear scattering.
Spectroscopy method
The spectroscopy method uses the energy levels of electrons orbiting the nucleus. The exact values of the energy levels are sensitive to the distribution of charge in the nucleus. For hydrogen, whose nucleus consists only of one proton, this indirectly measures the proton charge radius. Measurements of hydrogen's energy levels are now so precise that the accuracy of the proton radius is the limiting factor when comparing experimental results to theoretical calculations. This method produces a proton radius of about , with approximately 1% relative uncertainty.
Nuclear scattering
The nuclear method is similar to Rutherford's scattering experiments that established the existence of the nucleus. Small particles such as electrons can be fired at a proton, and by measuring how the electrons are scattered, the size of the proton can be inferred. Consistent with the spectroscopy method, this produces a proton radius of about .
2010 experiment
In 2010, Pohl et al. published the results of an experiment relying on muonic hydrogen as opposed to normal hydrogen. Conceptually, this is similar to the spectroscopy method. However, the much higher mass of a muon causes it to orb
Document 2:::
The electric dipole moment is a measure of the separation of positive and negative electrical charges within a system, that is, a measure of the system's overall polarity. The SI unit for electric dipole moment is the coulomb-meter (C⋅m). The debye (D) is another unit of measurement used in atomic physics and chemistry.
Theoretically, an electric dipole is defined by the first-order term of the multipole expansion; it consists of two equal and opposite charges that are infinitesimally close together, although real dipoles have separated charge.
Elementary definition
Often in physics the dimensions of a massive object can be ignored and can be treated as a pointlike object, i.e. a point particle. Point particles with electric charge are referred to as point charges. Two point charges, one with charge and the other one with charge separated by a distance , constitute an electric dipole (a simple case of an electric multipole). For this case, the electric dipole moment has a magnitude and is directed from the negative charge to the positive one. Some authors may split in half and use since this quantity is the distance between either charge and the center of the dipole, leading to a factor of two in the definition.
A stronger mathematical definition is to use vector algebra, since a quantity with magnitude and direction, like the dipole moment of two point charges, can be expressed in vector form where is the displacement vector pointing from the negative charge to the positive charge. The electric dipole moment vector also points from the negative charge to the positive charge. With this definition the dipole direction tends to align itself with an external electric field (and note that the electric flux lines produced by the charges of the dipole itself, which point from positive charge to negative charge then tend to oppose the flux lines of the external field). Note that this sign convention is used in physics, while the opposite sign convention for th
Document 3:::
An atom is a particle that consists of a nucleus of protons and neutrons surrounded by an electromagnetically-bound cloud of electrons. The atom is the basic particle of the chemical elements, and the chemical elements are distinguished from each other by the number of protons that are in their atoms. For example, any atom that contains 11 protons is sodium, and any atom that contains 29 protons is copper. The number of neutrons defines the isotope of the element.
Atoms are extremely small, typically around 100 picometers across. A human hair is about a million carbon atoms wide. This is smaller than the shortest wavelength of visible light, which means humans cannot see atoms with conventional microscopes. Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects.
More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge. If the numbers of protons and electrons are equal, as they normally are, then the atom is electrically neutral. If an atom has more electrons than protons, then it has an overall negative charge, and is called a negative ion (or anion). Conversely, if it has more protons than electrons, it has a positive charge, and is called a positive ion (or cation).
The electrons of an atom are attracted to the protons in an atomic nucleus by the electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force. This force is usually stronger than the electromagnetic force that repels the positively charged protons from one another. Under certain circumstances, the repelling electromagnetic force becomes stronger than the nuclear force. In this case, the nucleus splits and leaves behind different elements. This is a form of nuclear decay.
Atoms can attach to one or more other atoms by chemical bonds to
Document 4:::
Electron scattering occurs when electrons are displaced from their original trajectory. This is due to the electrostatic forces within matter interaction or, if an external magnetic field is present, the electron may be deflected by the Lorentz force. This scattering typically happens with solids such as metals, semiconductors and insulators; and is a limiting factor in integrated circuits and transistors.
The application of electron scattering is such that it can be used as a high resolution microscope for hadronic systems, that allows the measurement of the distribution of charges for nucleons and nuclear structure. The scattering of electrons has allowed us to understand that protons and neutrons are made up of the smaller elementary subatomic particles called quarks.
Electrons may be scattered through a solid in several ways:
Not at all: no electron scattering occurs at all and the beam passes straight through.
Single scattering: when an electron is scattered just once.
Plural scattering: when electron(s) scatter several times.
Multiple scattering: when electron(s) scatter many times over.
The likelihood of an electron scattering and the degree of the scattering is a probability function of the specimen thickness to the mean free path.
History
The principle of the electron was first theorised in the period of 1838-1851 by a natural philosopher by the name of Richard Laming who speculated the existence of sub-atomic, unit charged particles; he also pictured the atom as being an 'electrosphere' of concentric shells of electrical particles surrounding a material core.
It is generally accepted that J. J. Thomson first discovered the electron in 1897, although other notable members in the development in charged particle theory are George Johnstone Stoney (who coined the term "electron"), Emil Wiechert (who was first to publish his independent discovery of the electron), Walter Kaufmann, Pieter Zeeman and Hendrik Lorentz.
Compton scattering was first observed at
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where are protons found in the atom?
A. in the orbital
B. in the nucleus
C. within electrons
D. outside the nucleus
Answer:
|
|
sciq-2283
|
multiple_choice
|
Tidal volume, expiratory reserve volume, inspiratory reserve volume, and residual volume are all types of what kind of measurement?
|
[
"emitted volume",
"respiratory volume",
"breathing volume",
"lung volume"
] |
D
|
Relavent Documents:
Document 0:::
Vital capacity (VC) is the maximum amount of air a person can expel from the lungs after a maximum inhalation. It is equal to the sum of inspiratory reserve volume, tidal volume, and expiratory reserve volume. It is approximately equal to Forced Vital Capacity (FVC).
A person's vital capacity can be measured by a wet or regular spirometer. In combination with other physiological measurements, the vital capacity can help make a diagnosis of underlying lung disease. Furthermore, the vital capacity is used to determine the severity of respiratory muscle involvement in neuromuscular disease, and can guide treatment decisions in Guillain–Barré syndrome and myasthenic crisis.
A normal adult has a vital capacity between 3 and 5 litres. A human's vital capacity depends on age, sex, height, mass, and possibly ethnicity. However, the dependence on ethnicity is poorly understood or defined, as it was first established by studying black slaves in the 19th century and may be the result of conflation with environmental factors.
Lung volumes and lung capacities refer to the volume of air associated with different phases of the respiratory cycle. Lung volumes are directly measured, whereas lung capacities are inferred from volumes.
Role in diagnosis
The vital capacity can be used to help differentiate causes of lung disease. In restrictive lung disease the vital capacity is decreased. In obstructive lung disease it is usually normal or only slightly decreased.
Estimated vital capacities
Formulas
Vital capacity increases with height and decreases with age. Formulas to estimate vital capacity are:
where is approximate vital capacity in cm3, is age in years, and is height in cm.
Document 1:::
A pneumograph, also known as a pneumatograph or spirograph, is a device for recording velocity and force of chest movements during respiration.
Principle of operation
There are various kinds of pneumographic devices, which have different principles of operation. In one mechanism, a flexible rubber vessel is attached to the chest. The vessel is equipped with sensors. Others are impedance based. In these methods, a high frequency (tens to hundreds of kHz) low amplitude current is injected across the chest cavity. The voltage resulting from this current injection is measured and the resistance is derived from the application of Ohm's law (R = V/I). Current flows less easily through the chest as the lungs fill, so the resistance rises with increasing lung volume.
Document 2:::
Minute ventilation (or respiratory minute volume or minute volume) is the volume of gas inhaled (inhaled minute volume) or exhaled (exhaled minute volume) from a person's lungs per minute. It is an important parameter in respiratory medicine due to its relationship with blood carbon dioxide levels. It can be measured with devices such as a Wright respirometer or can be calculated from other known respiratory parameters. Although minute volume can be viewed as a unit of volume, it is usually treated in practice as a flow rate (given that it represents a volume change over time). Typical units involved are (in metric) 0.5 L × 12 breaths/min = 6 L/min.
Several symbols can be used to represent minute volume. They include (V̇ or V-dot) or Q (which are general symbols for flow rate), MV, and VE.
Determination of minute volume
Minute volume can either be measured directly or calculated from other known parameters.
Measurement of minute volume
Minute volume is the amount of gas inhaled or exhaled from a person's lungs in one minute. It can be measured by a Wright respirometer or other device capable of cumulatively measuring gas flow, such as mechanical ventilators.
Calculation of minute volume
If both tidal volume (VT) and respiratory rate (ƒ or RR) are known, minute volume can be calculated by multiplying the two values. One must also take care to consider the effect of dead space on alveolar ventilation, as seen below in "Relationship to other physiological rates".
Physiological significance of minute volume
Blood carbon dioxide (PaCO2) levels generally vary inversely with minute volume. For example, a person with increased minute volume (e.g. due to hyperventilation) should demonstrate a lower blood carbon dioxide level. The healthy human body will alter minute volume in an attempt to maintain physiologic homeostasis. A normal minute volume while resting is about 5–8 liters per minute in humans. Minute volume generally decreases when at rest, and increases w
Document 3:::
In medicine Imaging Lung Sound Behavior with Vibration Response Imaging (VRI), is a novelty computer-based technology that takes the concept of the stethoscope to a more progressive level. Since the invention of the stethoscope by René-Théophile-Hyacinthe Laennec France in 1816, physicians have been utilizing lung sounds to diagnose various chest conditions. Today auscultation provides physicians with extensive information on the examination of the patient. The skills of the examiner however, vary, as seen in a clinical study that was conducted on the diagnosis of pneumonia in 2004.
The technology is based on the physiologic vibration generated during the breathing process when flow of air distributing through the bronchial tree creates vibration of the bronchial tree walls and the lung parenchyma itself. Emitted vibration energy propagating through the lung parenchyma and the chest wall reaches the body surface where is captured and recorded by a set of acoustic sensors. The sensors are positioned over the lung areas on the back that allows for the simultaneous reception of these signals from both lungs. These signals are then transformed by a complex algorithm to display the spatial changes in energy intensity during the breathing cycle. The intensity changes follow changes of airflow through the breathing cycle - i.e.: flow increases and decreases during inspiration and expiration. The VRI technology represents these changes as a grey scale-based dynamic image. The darker the higher the vibration intensity and the lighter the lower the vibration intensity is.
VRI and Lung Sound Behavior
The foremost information that the VRI provides on vibration energy, is how lung sounds behave and function during inspiration and expiration, which also includes individual breathing intensity (or vibration energy) graphs for each lung along the time period of 12 seconds. The distribution pattern of normal lung vibration energy for healthy individuals evolves centrally (pr
Document 4:::
In respiratory physiology, specific ventilation is defined as the ratio of the volume of gas entering a region of the lung (ΔV) following an inspiration, divided by the end-expiratory volume (V0) of that same lung region:
SV =
It is a dimensionless quantity. For the whole human lung, given an indicative tidal volume of 0.6 L and a functional residual capacity of 2.5 L, average SV is of the order of 0.24.
The distribution of specific ventilation within the lung can be inferred using Multiple Breath Washout (MBW) experiments or imaging techniques such as Positron Emission Tomography (PET) using 13N, Magnetic Resonance Imaging (MRI) using either hyperpolarized gas (3He, 129Xe) or proton MRI (oxygen enhanced imaging).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Tidal volume, expiratory reserve volume, inspiratory reserve volume, and residual volume are all types of what kind of measurement?
A. emitted volume
B. respiratory volume
C. breathing volume
D. lung volume
Answer:
|
|
scienceQA-5431
|
multiple_choice
|
What do these two changes have in common?
breaking a pencil in half
cutting an apple
|
[
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are caused by heating."
] |
B
|
Step 1: Think about each change.
Breaking a pencil is a physical change. The pencil gets broken into pieces. But each piece is still made of the same type of matter.
Cutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.
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:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
Document 3:::
Analysis (: analyses) is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322 B.C.), though analysis as a formal concept is a relatively recent development.
The word comes from the Ancient Greek (analysis, "a breaking-up" or "an untying;" from ana- "up, throughout" and lysis "a loosening"). From it also comes the word's plural, analyses.
As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method), and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name).
The converse of analysis is synthesis: putting the pieces back together again in a new or different whole.
Applications
Science
The field of chemistry uses analysis in three ways: to identify the components of a particular chemical compound (qualitative analysis), to identify the proportions of components in a mixture (quantitative analysis), and to break down chemical processes and examine chemical reactions between elements of matter. For an example of its use, analysis of the concentration of elements is important in managing a nuclear reactor, so nuclear scientists will analyze neutron activation to develop discrete measurements within vast samples. A matrix can have a considerable effect on the way a chemical analysis is conducted and the quality of its results. Analysis can be done manually or with a device.
Types of Analysis:
A) Qualitative Analysis: It is concerned with which components are in a given sample or compound.
Example: Precipitation reaction
B) Quantitative Analysis: It is to determine the quantity of individual component present in a given sample or compound.
Example: To find concentration by uv-spectrophotometer.
Isotopes
Chemists can use isotope analysis to assist analysts with i
Document 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do these two changes have in common?
breaking a pencil in half
cutting an apple
A. Both are chemical changes.
B. Both are only physical changes.
C. Both are caused by cooling.
D. Both are caused by heating.
Answer:
|
sciq-6193
|
multiple_choice
|
Abnormally high activity or low activity of the parathyroid gland can cause disorders related to levels of what bone mineral?
|
[
"collagen",
"magnesium",
"calcium",
"potassium"
] |
C
|
Relavent Documents:
Document 0:::
TIME-ITEM is an ontology of Topics that describes the content of undergraduate medical education. TIME is an acronym for "Topics for Indexing Medical Education"; ITEM is an acronym for "Index de thèmes pour l’éducation médicale." Version 1.0 of the taxonomy has been released and the web application that allows users to work with it is still under development. Its developers are seeking more collaborators to expand and validate the taxonomy and to guide future development of the web application.
History
The development of TIME-ITEM began at the University of Ottawa in 2006. It was initially developed to act as a content index for a curriculum map being constructed there. After its initial presentation at the 2006 conference of the Canadian Association for Medical Education, early collaborators included the University of British Columbia, McMaster University and Queen's University.
Features
The TIME-ITEM ontology is unique in that it is designed specifically for undergraduate medical education. As such, it includes fewer strictly biomedical entries than other common medical vocabularies (such as MeSH or SNOMED CT) but more entries relating to the medico-social concepts of communication, collaboration, professionalism, etc.
Topics within TIME-ITEM are arranged poly-hierarchically, meaning any Topic can have more than one parent. Relationships are established based on the logic that learning about a Topic contributes to the learning of all its parent Topics.
In addition to housing the ontology of Topics, the TIME-ITEM web application can house multiple Outcome frameworks. All Outcomes, whether private Outcomes entered by single institutions or publicly available medical education Outcomes (such as CanMeds 2005) are hierarchically linked to one or more Topics in the ontology. In this way, the contribution of each Topic to multiple Outcomes is made explicit.
The structure of the XML documents exported from TIME-ITEM (which contain the hierarchy of Outco
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In osteology, bone remodeling or bone metabolism is a lifelong process where mature bone tissue is removed from the skeleton (a process called bone resorption) and new bone tissue is formed (a process called ossification or new bone formation). These processes also control the reshaping or replacement of bone following injuries like fractures but also micro-damage, which occurs during normal activity. Remodeling responds also to functional demands of the mechanical loading.
In the first year of life, almost 100% of the skeleton is replaced. In adults, remodeling proceeds at about 10% per year.
An imbalance in the regulation of bone remodeling's two sub-processes, bone resorption and bone formation, results in many metabolic bone diseases, such as osteoporosis.
Physiology
Bone homeostasis involves multiple but coordinated cellular and molecular events. Two main types of cells are responsible for bone metabolism: osteoblasts (which secrete new bone), and osteoclasts (which break bone down). The structure of bones as well as adequate supply of calcium requires close cooperation between these two cell types and other cell populations present at the bone remodeling sites (e.g. immune cells). Bone metabolism relies on complex signaling pathways and control mechanisms to achieve proper rates of growth and differentiation. These controls include the action of several hormones, including parathyroid hormone (PTH), vitamin D, growth hormone, steroids, and calcitonin, as well as several bone marrow-derived membrane and soluble cytokines and growth factors (e.g. M-CSF, RANKL, VEGF and IL-6 family). It is in this way that the body is able to maintain proper levels of calcium required for physiological processes. Thus bone remodeling is not just occasional "repair of bone damage" but rather an active, continual process that is always happening in a healthy body.
Subsequent to appropriate signaling, osteoclasts move to resorb the surface of the bone, followed by deposition o
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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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Prior to the availability of sensitive TSH assays, thyrotropin releasing hormone or TRH stimulation tests were relied upon for confirming and assessing the degree of suppression
in suspected hyperthyroidism. Typically, this stimulation test involves determining basal
TSH levels and levels 15 to 30 minutes after an intravenous bolus of TRH. Normally,
TSH would rise into the concentration range measurable with less sensitive TSH assays.
Third generation TSH assays do not have this
limitation and thus TRH stimulation is generally not required when third generation TSH
assays are used to assess degree of suppression.
Differential diagnosis use
TRH-stimulation testing however
continues to be useful for the differential diagnosis of secondary (pituitary disorder) and tertiary (hypothalamic disorder) hypothyroidism. Patients with these conditions
appear to have physiologically inactive TSH in their circulation that is recognized by
TSH assays to a degree such that they may yield misleading, "euthyroid" TSH
results. Use and Interpretation:
• Helpful in diagnosis in patients with confusing TFTs. In primary hyperthyroidism
TSH are low and TRH administration induces little or no change in TSH levels
• In hypothyroidism due to end organ failure, administration of TRH produces a
prompt increase in TSH
• In hypothyroidism due to pituitary disease (secondary hypothyroidism) administration of TRH does not produce
an increase in TSH
• In hypothyroidism due to hypothalamic disease (tertiary hypothyroidism), administration of TRH produces a
delayed (60–120 minutes, rather than 15–30 minutes) increase in TSH
Process and interpretation
The TRH test involves administration of a small amount of TRH intravenously, following which levels of TSH will be measured at several subsequent time points using samples of blood taken from a peripheral vein.
The test is used in the differential diagnosis of secondary and tertiary hypothyroidism. First, blood is drawn and a baseline TSH level is
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Medical physics deals with the application of the concepts and methods of physics to the prevention, diagnosis and treatment of human diseases with a specific goal of improving human health and well-being. Since 2008, medical physics has been included as a health profession according to International Standard Classification of Occupation of the International Labour Organization.
Although medical physics may sometimes also be referred to as biomedical physics, medical biophysics, applied physics in medicine, physics applications in medical science, radiological physics or hospital radio-physics, a "medical physicist" is specifically a health professional with specialist education and training in the concepts and techniques of applying physics in medicine and competent to practice independently in one or more of the subfields of medical physics. Traditionally, medical physicists are found in the following healthcare specialties: radiation oncology (also known as radiotherapy or radiation therapy), diagnostic and interventional radiology (also known as medical imaging), nuclear medicine, and radiation protection. Medical physics of radiation therapy can involve work such as dosimetry, linac quality assurance, and brachytherapy. Medical physics of diagnostic and interventional radiology involves medical imaging techniques such as magnetic resonance imaging, ultrasound, computed tomography and x-ray. Nuclear medicine will include positron emission tomography and radionuclide therapy. However one can find Medical Physicists in many other areas such as physiological monitoring, audiology, neurology, neurophysiology, cardiology and others.
Medical physics departments may be found in institutions such as universities, hospitals, and laboratories. University departments are of two types. The first type are mainly concerned with preparing students for a career as a hospital Medical Physicist and research focuses on improving the practice of the profession. A second type (in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Abnormally high activity or low activity of the parathyroid gland can cause disorders related to levels of what bone mineral?
A. collagen
B. magnesium
C. calcium
D. potassium
Answer:
|
|
sciq-5812
|
multiple_choice
|
What bonds cause water to have a high boiling point, leaving most water on earth in a liquid state rather than in a gaseous state?
|
[
"helium bonds",
"potassium bonds",
"hydrogen bonds",
"carbon bonds"
] |
C
|
Relavent Documents:
Document 0:::
Boiling-point elevation describes the phenomenon that the boiling point of a liquid (a solvent) will be higher when another compound is added, meaning that a solution has a higher boiling point than a pure solvent. This happens whenever a non-volatile solute, such as a salt, is added to a pure solvent, such as water. The boiling point can be measured accurately using an ebullioscope.
Explanation
The boiling point elevation is a colligative property, which means that it is dependent on the presence of dissolved particles and their number, but not their identity. It is an effect of the dilution of the solvent in the presence of a solute. It is a phenomenon that happens for all solutes in all solutions, even in ideal solutions, and does not depend on any specific solute–solvent interactions. The boiling point elevation happens both when the solute is an electrolyte, such as various salts, and a nonelectrolyte. In thermodynamic terms, the origin of the boiling point elevation is entropic and can be explained in terms of the vapor pressure or chemical potential of the solvent. In both cases, the explanation depends on the fact that many solutes are only present in the liquid phase and do not enter into the gas phase (except at extremely high temperatures).
Put in vapor pressure terms, a liquid boils at the temperature when its vapor pressure equals the surrounding pressure. For the solvent, the presence of the solute decreases its vapor pressure by dilution. A nonvolatile solute has a vapor pressure of zero, so the vapor pressure of the solution is less than the vapor pressure of the solvent. Thus, a higher temperature is needed for the vapor pressure to reach the surrounding pressure, and the boiling point is elevated.
Put in chemical potential terms, at the boiling point, the liquid phase and the gas (or vapor) phase have the same chemical potential (or vapor pressure) meaning that they are energetically equivalent. The chemical potential is dependent on the temper
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Superheated water is liquid water under pressure at temperatures between the usual boiling point, and the critical temperature, . It is also known as "subcritical water" or "pressurized hot water". Superheated water is stable because of overpressure that raises the boiling point, or by heating it in a sealed vessel with a headspace, where the liquid water is in equilibrium with vapour at the saturated vapor pressure. This is distinct from the use of the term superheating to refer to water at atmospheric pressure above its normal boiling point, which has not boiled due to a lack of nucleation sites (sometimes experienced by heating liquids in a microwave).
Many of water's anomalous properties are due to very strong hydrogen bonding. Over the superheated temperature range the hydrogen bonds break, changing the properties more than usually expected by increasing temperature alone. Water becomes less polar and behaves more like an organic solvent such as methanol or ethanol. Solubility of organic materials and gases increases by several orders of magnitude and the water itself can act as a solvent, reagent, and catalyst in industrial and analytical applications, including extraction, chemical reactions and cleaning.
Change of properties with temperature
All materials change with temperature, but superheated water exhibits greater changes than would be expected from temperature considerations alone. Viscosity and surface tension of water drop and diffusivity increases with increasing temperature.
Self-ionization of water increases with temperature, and the pKw of water at 250 °C is closer to 11 than the more familiar 14 at 25 °C. This means the concentration of hydronium ion () and the concentration of hydroxide () are increased while the pH remains neutral. Specific heat capacity at constant pressure also increases with temperature, from 4.187 kJ/kg at 25 °C to 8.138 kJ/kg at 350 °C. A significant effect on the behaviour of water at high temperatures is decreased di
Document 2:::
Boiling is the rapid phase transition from liquid to gas or vapor; the reverse of boiling is condensation. Boiling occurs when a liquid is heated to its boiling point, so that the vapour pressure of the liquid is equal to the pressure exerted on the liquid by the surrounding atmosphere. Boiling and evaporation are the two main forms of liquid vapourization.
There are two main types of boiling: nucleate boiling where small bubbles of vapour form at discrete points, and critical heat flux boiling where the boiling surface is heated above a certain critical temperature and a film of vapour forms on the surface. Transition boiling is an intermediate, unstable form of boiling with elements of both types. The boiling point of water is 100 °C or 212 °F but is lower with the decreased atmospheric pressure found at higher altitudes.
Boiling water is used as a method of making it potable by killing microbes and viruses that may be present. The sensitivity of different micro-organisms to heat varies, but if water is held at for one minute, most micro-organisms and viruses are inactivated. Ten minutes at a temperature of 70 °C (158 °F) is also sufficient to inactivate most bacteria.
Boiling water is also used in several cooking methods including boiling, steaming, and poaching.
Types
Free convection
The lowest heat flux seen in boiling is only sufficient to cause [natural convection], where the warmer fluid rises due to its slightly lower density. This condition occurs only when the superheat is very low, meaning that the hot surface near the fluid is nearly the same temperature as the boiling point.
Nucleate
Nucleate boiling is characterised by the growth of bubbles or pops on a heated surface (heterogeneous nucleation), which rises from discrete points on a surface, whose temperature is only slightly above the temperature of the liquid. In general, the number of nucleation sites is increased by an increasing surface temperature.
An irregular surface of the boiling
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A liquid–liquid critical point (or LLCP) is the endpoint of a liquid–liquid phase transition line (LLPT); it is a critical point where two types of local structures coexist at the exact ratio of unity. This hypothesis was first developed by Peter Poole, Francesco Sciortino, Uli Essmann and H. Eugene Stanley in Boston to obtain a quantitative understanding of the huge number of anomalies present in water.
Near a liquid–liquid critical point, there is always a competition between two alternative local structures. For instance, in supercooled water, two types of local structures have been predicted: a low-density local configuration (LD) and a high-density local configuration (HD), so above the critical pressure, the liquid is composed by a majority of HD local structure, while below the critical pressure a higher fraction of LD local configurations is present. The ratio between HD and LD configurations is determined according to the thermodynamic equilibrium of the system, which is often governed by external variables such as pressure and temperature.
The liquid–liquid critical point theory can be applied to several liquids that possess the tetrahedral symmetry. The study of liquid–liquid critical points is an active research area with hundreds of articles having been published, though only a few of these investigations have been experimental since most modern probing techniques are not fast and/or sensitive enough to study them.
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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.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What bonds cause water to have a high boiling point, leaving most water on earth in a liquid state rather than in a gaseous state?
A. helium bonds
B. potassium bonds
C. hydrogen bonds
D. carbon bonds
Answer:
|
|
sciq-3493
|
multiple_choice
|
Human metabolism is the conversion of food into heat transfer, work, and this?
|
[
"stored protein",
"stored atp",
"stored fat",
"stored carbs"
] |
C
|
Relavent Documents:
Document 0:::
An energy budget is a balance sheet of energy income against expenditure. It is studied in the field of Energetics which deals with the study of energy transfer and transformation from one form to another. Calorie is the basic unit of measurement. An organism in a laboratory experiment is an open thermodynamic system, exchanging energy with its surroundings in three ways - heat, work and the potential energy of biochemical compounds.
Organisms use ingested food resources (C=consumption) as building blocks in the synthesis of tissues (P=production) and as fuel in the metabolic process that power this synthesis and other physiological processes (R=respiratory loss). Some of the resources are lost as waste products (F=faecal loss, U=urinary loss). All these aspects of metabolism can be represented in energy units. The basic model of energy budget may be shown as:
P = C - R - U - F or
P = C - (R + U + F) or
C = P + R + U + F
All the aspects of metabolism can be represented in energy units (e.g. joules (J);1 calorie = 4.2 kJ).
Energy used for metabolism will be
R = C - (F + U + P)
Energy used in the maintenance will be
R + F + U = C - P
Endothermy and ectothermy
Energy budget allocation varies for endotherms and ectotherms. Ectotherms rely on the environment as a heat source while endotherms maintain their body temperature through the regulation of metabolic processes. The heat produced in association with metabolic processes facilitates the active lifestyles of endotherms and their ability to travel far distances over a range of temperatures in the search for food. Ectotherms are limited by the ambient temperature of the environment around them but the lack of substantial metabolic heat production accounts for an energetically inexpensive metabolic rate. The energy demands for ectotherms are generally one tenth of that required for endotherms.
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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
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Metabolomics is the scientific study of chemical processes involving metabolites, the small molecule substrates, intermediates, and products of cell metabolism. Specifically, metabolomics is the "systematic study of the unique chemical fingerprints that specific cellular processes leave behind", the study of their small-molecule metabolite profiles. The metabolome represents the complete set of metabolites in a biological cell, tissue, organ, or organism, which are the end products of cellular processes. Messenger RNA (mRNA), gene expression data, and proteomic analyses reveal the set of gene products being produced in the cell, data that represents one aspect of cellular function. Conversely, metabolic profiling can give an instantaneous snapshot of the physiology of that cell, and thus, metabolomics provides a direct "functional readout of the physiological state" of an organism. There are indeed quantifiable correlations between the metabolome and the other cellular ensembles (genome, transcriptome, proteome, and lipidome), which can be used to predict metabolite abundances in biological samples from, for example mRNA abundances. One of the ultimate challenges of systems biology is to integrate metabolomics with all other -omics information to provide a better understanding of cellular biology.
History
The concept that individuals might have a "metabolic profile" that could be reflected in the makeup of their biological fluids was introduced by Roger Williams in the late 1940s, who used paper chromatography to suggest characteristic metabolic patterns in urine and saliva were associated with diseases such as schizophrenia. However, it was only through technological advancements in the 1960s and 1970s that it became feasible to quantitatively (as opposed to qualitatively) measure metabolic profiles. The term "metabolic profile" was introduced by Horning, et al. in 1971 after they demonstrated that gas chromatography-mass spectrometry (GC-MS) could be used to me
Document 3:::
The term human equivalent is used in a number of different contexts. This term can refer to human equivalents of various comparisons of animate and inanimate things.
Animal models in chemistry and medicine
Animal models are used to learn more about a disease, its diagnosis and its treatment, with animal models predicting human toxicity in up to 71% of cases. The human equivalent dose (HED) or human equivalent concentration (HEC) is the quantity of a chemical that, when administered to humans, produces an effect equal to that produced in test animals by a smaller dose. Calculating the HED is a step in carrying out a clinical trial of a pharmaceutical drug.
Human energy usage and conversion
The concept of human-equivalent energy (H-e) assists in understanding of energy flows in physical and biological systems by expressing energy units in human terms: it provides a “feel” for the use of a given amount of energy by expressing it in terms of the relative quantity of energy needed for human metabolism, assuming an average human energy expenditure of 12,500 kJ per day and a basal metabolic rate of 80 watts. A light bulb running at 100 watts is running at 1.25 human equivalents (100/80), i.e. 1.25 H-e. On the other hand, a human may generate as much as 1,000 watts for a task lasting a few minutes, or even more for a task of a few seconds' duration, while climbing a flight of stairs may represent work at a rate of about 200 watts.
Animal attributes expressed in terms of human equivalents
Cat and dog years
The ages of domestic cats and dogs are often referred to in terms of "cat years" or "dog years", representing a conversion to human-equivalent years. One formula for cat years is based on a cat reaching maturity in approximately 1 year, which could be seen as 16 in human terms, then adding about 4 years for every year the cat ages. A 5-year-old cat would then be (5 − 1) × 4 + 16 = 32 "cat years" (i.e. human-equivalent years), and a 10-year-old cat (10 − 1) × 4 + 16 =
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Relatively speaking, the brain consumes an immense amount of energy in comparison to the rest of the body. The mechanisms involved in the transfer of energy from foods to neurons are likely to be fundamental to the control of brain function. Human bodily processes, including the brain, all require both macronutrients, as well as micronutrients.
Insufficient intake of selected vitamins, or certain metabolic disorders, may affect cognitive processes by disrupting the nutrient-dependent processes within the body that are associated with the management of energy in neurons, which can subsequently affect synaptic plasticity, or the ability to encode new memories.
Macronutrients
The human brain requires nutrients obtained from the diet to develop and sustain its physical structure and cognitive functions. Additionally, the brain requires caloric energy predominately derived from the primary macronutrients to operate. The three primary macronutrients include carbohydrates, proteins, and fats. Each macronutrient can impact cognition through multiple mechanisms, including glucose and insulin metabolism, neurotransmitter actions, oxidative stress and inflammation, and the gut-brain axis. Inadequate macronutrient consumption or proportion could impair optimal cognitive functioning and have long-term health implications.
Carbohydrates
Through digestion, dietary carbohydrates are broken down and converted into glucose, which is the sole energy source for the brain. Optimal brain function relies on adequate carbohydrate consumption, as carbohydrates provide the quickest source of glucose for the brain. Glucose deficiencies such as hypoglycaemia reduce available energy for the brain and impair all cognitive processes and performance. Additionally, situations with high cognitive demand, such as learning a new task, increase brain glucose utilization, depleting blood glucose stores and initiating the need for supplementation.
Complex carbohydrates, especially those with high d
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Human metabolism is the conversion of food into heat transfer, work, and this?
A. stored protein
B. stored atp
C. stored fat
D. stored carbs
Answer:
|
|
sciq-10724
|
multiple_choice
|
Where do the steps in the water cycle begin?
|
[
"rivers",
"sky",
"clouds",
"the ocean"
] |
D
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
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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:::
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 water cycle, also known as the hydrologic cycle or the hydrological cycle, is a biogeochemical cycle that describes the continuous movement of water on, above and below the surface of the Earth. The mass of water on Earth remains fairly constant over time but the partitioning of the water into the major reservoirs of ice, fresh water, saline water (salt water) and atmospheric water is variable depending on a wide range of climatic variables. The water moves from one reservoir to another, such as from river to ocean, or from the ocean to the atmosphere, by the physical processes of evaporation, transpiration, condensation, precipitation, infiltration, surface runoff, and subsurface flow. In doing so, the water goes through different forms: liquid, solid (ice) and vapor. The ocean plays a key role in the water cycle as it is the source of 86% of global evaporation.
The water cycle involves the exchange of energy, which leads to temperature changes. When water evaporates, it takes up energy from its surroundings and cools the environment. When it condenses, it releases energy and warms the environment. These heat exchanges influence climate.
The evaporative phase of the cycle purifies water, causing salts and other solids picked up during the cycle to be left behind, and then the condensation phase in the atmosphere replenishes the land with freshwater. The flow of liquid water and ice transports minerals across the globe. It is also involved in reshaping the geological features of the Earth, through processes including erosion and sedimentation. The water cycle is also essential for the maintenance of most life and ecosystems on the planet.
Description
Overall process
The water cycle is powered from the energy emitted by the sun. This energy heats water in the ocean and seas. Water evaporates as water vapor into the air. Some ice and snow sublimates directly into water vapor. Evapotranspiration is water transpired from plants and evaporated from the soil. Th
Document 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.
Where do the steps in the water cycle begin?
A. rivers
B. sky
C. clouds
D. the ocean
Answer:
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