OpenLLM-France/wikimedia huggingface dataset:
# Climate change/Risk Literacy

This learning resource starts with a statement that should be analysed by the learner. This analysis is used to trigger further exploration of the topic Climate Change and Risk Literacy.

## Learning Task

* (Misconception) Analyse the statement above and explain the misconception in the context of Risk Literacy.
* (Timespan between Activity and Impact/Outcome) Long time scales and human activities for risk mitigation. If is hurts immediately (e.g. by touching a hot oven plate) our response is rapid (e.g. remove hand from hot oven plate). If look on longer time scales (e.g. smoking and lung cancer) human activities do not "hurt" directly after the activity (e.g. smoking one cigarette). Explain the problem for risk awareness if outputs or outcomes are visible/observable only after a longer time span after the activities, that caused the ultimate changes. They outcome (change) seems to be decouple due the elapsed time.
** Identify the scientific evidence in Psychology for this human behaviour (e.g. smoking) and
** apply these psychological results to Climate Change and Global Warming.
* (Probability and Uncertainty) In general projections and models for the future are associated with an uncertainty. Explain how uncertainty and probability affects behavioural changes in the context of climate change.
* (Short-term goals/long-term goals) Risk Literacy based on scientific evidence about climate change is a long-term goal for the human population. If more than 90% of the human population on earth battle to survive the next week, month or year (physically or from their workload for short-term goals). There might be no capacity of efforts to accomplish long-term goals. Explain how the combination of short-term goals (e.g. public security, food security and sustainability, sustainable income to feed the family, ...) are necessary to accomplish long-term goals.
# Climate change/Learners Activity
## Participants

If you would like to get involved in this project please introduce yourself in this section.

### Why do you want to take part in this project?

I feel that I should be doing something to help avoid climate change. I realise that my actions alone will not have much of an effect. I've joined this project because I think this will be much more effective if I do it as part of a group.
Mystictim 17:46, 10 January 2010 (UTC)

### What do you hope to achieve by participating in this project?

At present I have a basic understanding of the science behind climate change and some idea of the economic and social consequences of this. As I have a scientific background I would like to get a much clearer grasp of the science. However what I want to spend most of my time on is finding out what effective actions can be taken to avoid climate change and how these can be implemented. As a starting point I want to get a better understanding of the social and economic consequences of climate change. I'm unsure what actions people could take to avoid climate change and hope this project will help identify what can be done.
Mystictim 17:46, 10 January 2010 (UTC)
# Clifford's circle theorems

In geometry, Clifford's theorems, named after the English geometer William Kingdon Clifford, are a sequence of theorems relating to intersections of circles.
The first theorem considers any four circles passing through a common point M. Four new circles can be constructed to pass through their other intersection points taken in triplets, so that each intersection's triple touches three circles only. Then these four circles also pass through a single point P.
The second theorem considers five circles passing through a single point M. Each subset of four circles defines a new point P according to the first theorem. Then these five points all lie on a single circle C.
The third theorem consider six circles that pass through a single point M. Each subset of five circles defines a new circle by the second theorem. Then these six new circles C all pass through a single point.
The sequence of theorems can be continued indefinitely.
# Climate change/Scientific views

Note: This page is in development. It does not seek to replicate the Wikipedia articles listed below, but rather attempts to add value to them, and to facilitate learning about this topic. Ideas on how to do this are very welcome.
"Climate change" or "global warming" has been a heated (pardon the pun) topic in politics at large - and increasingly so over the last 15 or so years. This page is to look at the scientific arguments on whether climate change is attributable to human factors.
The Wikipedia article "Scientific consensus on climate change" is a very useful resource in surveying and synthesising scientific perspectives on climate change - and can find no scientific organisation that disagrees with the view that human factors are causing the current warming of the earth's climate - indicating a strong consensus on the matter. The article "Global warming controversy" details views from individual scientists and people.
# Climate change/Personal views

This page is to provide a space for people to share their own perspectives on climate change. For example, what do you think of the scientific arguments for and/or against climate change? What do you personally feel about climate change? What do you do - if anything - about climate change, and why?

## Your views

You can express your views in any way you want - text, video, image, poem, song, etc. - though if is a slightly abstract piece (such as an image) it might be a good idea to add an explanatory note to say why you made this response. If you are uploading audio or video, please make sure it is in a free format (see Help:Media), and preferably upload it to Wikimedia Commons. Please add your views in a sub-heading here (enclosed in three "=" signs, eg. ===My view on climate change===). If there are very many responses to this, we can break them up into subpages.

## Resources outside Wikiversity

* Climate kitchen - a number of short personal videos made as part of a climate change discussion forum in Hebden Bridge, a town in the north of England. Many people refer to a video in which scientists debunk the theory of human involvement in climate change, but all seem committed to doing something about an issue that they see as a problem.
# Biochip

Labs-on-a-chip (LOC) or biochips are an emerging technology, with a wide variety of potential uses and types.
Wikiversity articles that cover this subject:
* Ethical medical research/Alternatives to animal testing#Biochip
* Medical diagnosis/Lab-on-a-chip
# Biochemistry Exam Study Guide

University of Wisconsin School of Medicine and Public Health Biochemistry Exam 2 Study Guide

## Resources

Special:Prefixindex/Biochemistry Exam Study Guide/
# Biochemistry Exam Study Guide/BMC23

University of Wisconsin School of Medicine and Public Health Biochemistry Exam 2 Study Guide BMC23
A) This result indicates one of two things. 1) The intron that is now expressed in the protein contains a stop codon. 2) The intron that is now expressed has a number of base pairs not divisible by 3 changing the reading frame of exon 2 and creating a stop codon in the early part of exon 2. Both result in early termination of the polypeptide making it shorter.
B) Since less polypeptide is made but is normal in structure we can infer that the mRNA is not as stable and does not last as long to have many polypeptides made. Therefore, the additonal 3' UTR mus have a destabilization factor causing normal structure synthesis of the polypeptide, but at a reduced level.
C) The asterisk is very close to the beginning of the translated region of Exon 1 and causes a 30 AA shorter peptide. Therefore it is likely the the AUG codon has been changed. Due to this change the ribosome goes 30 codons further to find another AUG which is why the polypeptide is 30 AA's shorter. The reason for the change in the localization of this protein is that the 30 AA's that were skipped in translation contained a signal sequence. Without this sequence the protein never hooks up with the ER and just hangs out in the cytoplasm forever.
# Biochemistry/Enzymes
### How they work

* Activation Energy: The amount of energy required to start a chemical reaction.
Enzymes work by lowering a reaction's activation energy, thus allowing the reaction to start more quickly. They help speed up or catalyze chemical reactions that would be too slow at cellular temperatures. Enzymes can not make a reaction occur that would not normally occur, they can only change the activation energy of a reaction.
Enzymes work by binding to a substance called a substrate. Enzymes have an active site, which is the groove/space where the substrate will fit. The active site and shape of an enzyme determines its function--Enyzme function was first described through the lock and key hypothesis which states that an enzyme and a substrate must fit perfectly in order for the reaction to work.
Today, we know that the fit does not have to be perfect, but close to it. The new hypothesis for enzyme function is known as the induced fit hypothesis. The induced fit hypothesis is the idea that an enyzme can slightly change its shape to better fit or mold around a substance.

### Effect of pH and Temperature
#### Temperature and Kinetic Energy

* The optimum (the point at which the enzyme works best) temperature for enzymes is between a range of 35° to 40°.
* If the temperature drops below this point, enzyme activity will slow down because molecules are not moving fast enough (decrease in kinetic energy).
* If the temperature goes above this range, the enzymes will denature or loose their shape. They can't return to their normal shape after they are denatured.

#### pH

* Enzymes work best at a pH range of 6-8.
* Going above or below the optimum pH will cause enzymes to denature, lose their shape, and not function.

#### Substrate Concentration

If the amount (concentration) of substrate increases, enzyme activity will increase gradually and then decrease since there are not enough enzymes to take in all of the substrates.

#### Enzyme Concentration

If the amount (concentration) of enzyme increases, enzyme activity will increase and then level off as it utilizes all of the enzymes avaliable.

### Examples

The names of most enzymes end with -ase which makes them easy to recognize. Just remember that there are some enzymes that do not end with -ase.

### Characteristics

* Enzymes are substrate specific, which means that only ONE substrate will fit with ONE enzyme.
* Enzymes can be used more than once.

### Chemical Reactions and Enzymes

* What is a chemical reaction? A process that changes one set of chemicals into another set of chemicals.

#### Types of chemical reactions

* Exothermic: Reactions that release energy
* Endothermic: Reactions that absorb energy
# Biochemistry/Proteins

Lesson Goal:
Lesson Plan
Suggested Reading: Biochemistry Textbook: Chapter 6 Chapter 7
Free Lectures available at ITunes U
Important Facts from Lesson:
Return to Homepage Biochemistry_for_Biology
# Biochemistry Exam Study Guide/BMC01

University of Wisconsin School of Medicine and Public Health Biochemistry Exam 2 Study Guide BMC01
Draw the structure of a dNTP (deoxynucleoside-5'-triphosphate). Do not draw the structure of a nucleotide base, but simply designate its position with the letter “N”. However, ALL other atoms and bonds should be shown (including hydrogens). Label the sugar carbon atoms 1' to 5'. Draw an “X” through the bond that is broken during incorporation of this nucleotide into the primer strand by DNA polymerase.
ex: dATP
# Biochemistry Exam Study Guide/BMC04

University of Wisconsin School of Medicine and Public Health Biochemistry Exam 2 Study Guide BMC04
A.
| 6. adenine | 1. cytosine | 7. guanine | 8. hypoxanthine |
| 5. 7-methylguanine | 3. thymine | 2. uracil | 4. 5-fluorouracil |
B. Guanine-cytosine base pairs have a higher denaturation temperature (and are therefore more stable). This is because G-C base pairs form three hydrogen bonds instead of two, like A-T. Reference page 14.
As a side note, high salt concentrations can also stabilize DNA by shielding negatively charged phosphate groups from each other.
C. Uracil. DNA pyrimidines include cytosine and thymine, but not uracil.
D. Thymine. UV radiation can catalyze covalent bonding between adjacent pyrimidine (especially thymine) bases. The result is a thymine dimer. Reference page 19.
E. 5-fluorouracil (5-FU). 5-FU is administered to the patient and then converted to 5-F-dUMP by the pyrmimide base salvage pathway. So to be more accurate, it is 5-F-dUMP that is an irreversible inhibitor of thymidylate synthase. Reference page 78.
F. Hypoxanthine. The pathway AMP --> A --> I --> hypoxanthine is catalyzed by phosphatase, adenosine deaminase (ADA) and nucleoside phosphorylase, respectively. Reference page 76.
As a side note, deficiency in this pathway (ADA in particular) leads to the immunodeficient phenotype SCID.
G. 7-methylguanine. This is the 5' cap. Reference page 36.
H. Adenine. This is the 3' poly(A) tail. Reference page 36.
# Biochemistry for novices
## What will I get by learning Biochemistry?

You are going to enjoy learning biochemistry more if you have background in organic chemistry or cell biology. We will have parts that cater to these groups, marked ADVANCED.
If you had only high school chemistry, you're also welcome! Just recall your lessons, and we'll ride comfortably. There are parts marked REVIEW on this page, so you can re-study these parts if you forgot already. But I'm warning you, these parts are not intended to give a comprehensive review. If you need more review on the topics than these parts give, you may get some help from books and other chemistry texts.

## The (bio)chemical basis of life

What is the basis of life as biochemists view it?
One word: MOLECULES!
Biochemists see life as a magnum opus, played by a giant orchestra composed of lots and lots of molecules. These molecules act on each other, or act together, so that all living matter can exercise the processes that define LIFE: the eating and drinking, the reproducing, the feeling, the loving, the moving, the breathing, every activity we consider as part of LIVING. So, be ready to encounter lots of molecules, big and small.
We will be dealing with five classes of molecules in biochemistry.

## Small molecules

Small molecules are called "small" because they are small - comparing them to the next four molecule classes. They have molecular masses below 600 atomic mass units, which means that one mole of molecules of this kind would weigh less than 600 grams!
REVIEW Atomic mass units are the units of the weight of a molecule. An atomic mass unit is about 10$^{-27}$ kilogram. A mole of molecules is 6.022 x 10$^{23}$ molecules. The molar mass of a compound is the mass of one mole of molecules of that compound.
Almost all molecules enountered in high school chemistry are therefore considered small. Benzene (MM = 72 g/mol) is small.
Sucrose (table sugar; MM = 180 g/mol) is small.
Even coronene (C$_{24}$H$_{12}$) is small. Can you calculate the molar mass of coronene?

## Proteins

Proteins are made by joining together small molecules called amino acids. Glycine is one such amino acid.
Glycine has two main parts, an -NH$_2$ part and a -COOH part. The -NH$_2$ part of one molecule of glycine can react with the -COOH part of another molecule of glycine to form glycylglycine. And glycylglycine, which has an -NH$_2$ part and a -COOH part as well, can react with another molecule of glycylglycine in the same way! This way, long molecules called polypeptides are formed. And proteins are polypeptides that have been formed by the body naturally.
Some famous proteins are:
* Papain: used in whitening soaps. It's called a protein hydrolase because it's a protein that hydrolyzes other proteins. Another term for protein hydrolase is protease.
* Collagen: it forms the basis for connective tissues in animals' bodies (for example, the skin). It's a protein made up of mostly glycine and proline, another amino acid. Of course it has other amino acids in it.
# BCP/Castanea mollissima/Logs

This page contains recent bloom logs for Castanea mollissima (Chinese Chestnut). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 09:19, 25 June 2008 (UTC)
* --SB_Johnny | 09:05, 2 July 2008 (UTC)
# BCP/Carex/Logs

This page contains recent bloom logs for the plant Carex (Carex). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* SB_Johnny-LM 27 April, 2007 (from photographic log)
* SB Johnny-LM 17:22, 16 April 2008 (UTC)
* --SB_Johnny | 10:22, 27 April 2008 (UTC) (several spp.)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Caryopteris

Caryopteris
| Inflorescence of C. cladonensis Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Caryopteris (Bluebeard) Identifying Characteristics Recent Logs --SB_Johnny 12:59, 1 September 2008 (UTC) --SB_Johnny 10:38, 24 September 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Fall
Regional data: Southeastern Pennsylvania: September
Additional images:
# BCP/Cassia fistula

Cassia fistula
| Inflorescences Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Cassia fistula (Golden Shower Tree) Identifying Characteristics Recent Logs Isildil 04:12, 3 July 2007 (UTC) (view all logs) |
Global data:
Regional data:
Additional images:
# BCP/Cassia fistula/Logs

This page contains recent bloom logs for the plant Cassia fistula (Golden Shower Tree). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* Isildil 04:12, 3 July 2007 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Castanea mollissima

Castanea mollissima
| Search for Castanea mollissima on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Castanea mollissima (Chinese Chestnut) Identifying Characteristics Recent Logs --SB_Johnny | 09:19, 25 June 2008 (UTC) --SB_Johnny | 09:05, 2 July 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer
Regional data: Southeastern Pennsylvania: (cultivated) June, July
Additional images:
# BCP/Caryopteris/Logs

This page contains recent bloom logs for Caryopteris (Bluebeard). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny 12:59, 1 September 2008 (UTC)
* --SB_Johnny 10:38, 24 September 2008 (UTC)
# BCP/Celosia argentea

Celosia argentea
| Celosia argentea, inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Celosia argentea (Cock's Comb) Identifying Characteristics Recent Logs SBJ 20:41, 17 October 2007 (UTC) --SB_Johnny 09:17, 23 September 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: September, October
Additional images:
# BCP/Catalpa speciosa

Catalpa speciosa
| Closeup of flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Catalpa speciosa (Northern Catalpa) Identifying Characteristics Recent Logs Jomegat 18:55, 9 June 2010 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: (invasive or naturalized) (cultivated) June New Hampshire: June
Additional images:
# BCP/Catalpa speciosa/Logs

This page contains recent bloom logs for Catalpa speciosa (Northern Catalpa). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* --SB_Johnny | 10:47, 3 June 2007 (UTC)
* SB Johnny-LM 09:09, 6 June 2007 (UTC)
* SBJ 16:16, 7 June 2007 (UTC)

#### 2008 Logs

* SB Johnny-LM 09:37, 9 June 2007 (UTC)
* --SB_Johnny | 17:26, 9 June 2007 (UTC)
* --SB_Johnny | 09:52, 18 June 2007 (UTC)
* --SB_Johnny | 11:18, 7 June 2008 (UTC)

#### 2009 Logs

* Jomegat 04:32, 30 June 2009 (UTC)

##### Recent Logs

* Jomegat 18:55, 9 June 2010 (UTC)