TASK DEFINITION: Given a question and a context passage, generate the answer having the word or phrase from the context passage. Here, the answer should be a shortest continous span from the passage.
PROBLEM: Context: Chronic myeloid leukemia (CML) is genetically characterized by the presence of the reciprocal translocation t(9;22)(q34;q11), resulting in a BCR/ABL gene fusion on the derivative chromosome 22 called the Philadelphia (Ph) chromosome. In 2-10% of the cases, this chimeric gene is generated by variant rearrangements, involving 9q34, 22q11, and one or several other genomic regions. All chromosomes have been described as participating in these variants, but there is a marked breakpoint clustering to chromosome bands 1p36, 3p21, 5q13, 6p21, 9q22, 11q13, 12p13, 17p13, 17q21, 17q25, 19q13, 21q22, 22q12, and 22q13. Despite their genetically complex nature, available data indicate that variant rearrangements do not confer any specific phenotypic or prognostic impact as compared to CML with a standard Ph chromosome. In most instances, the t(9;22), or a variant thereof, is the sole chromosomal anomaly during the chronic phase (CP) of the disease, whereas additional genetic changes are demonstrable in 60-80% of cases in blast crisis (BC). The secondary chromosomal aberrations are clearly nonrandom, with the most common chromosomal abnormalities being +8 (34% of cases with additional changes), +Ph (30%), i(17q) (20%), +19 (13%), -Y (8% of males), +21 (7%), +17 (5%), and monosomy 7 (5%). We suggest that all these aberrations, occurring in >5% of CML with secondary changes, should be denoted major route abnormalities. Chromosome segments often involved in structural rearrangements include 1q, 3q21, 3q26, 7p, 9p, 11q23, 12p13, 13q11-14, 17p11, 17q10, 21q22, and 22q10. No clear-cut differences as regards type and prevalence of additional aberrations seem to exist between CML with standard t(9;22) and CML with variants, except for slightly lower frequencies of the most common changes in the latter group. The temporal order of the secondary changes varies, but the preferred pathway appears to start with i(17q), followed by +8 and +Ph, and then +19. Molecular genetic abnormalities preceding, or occurring during, BC include overexpression of the BCR/ABL transcript, upregulation of the EVI1 gene, increased telomerase activity, and mutations of the tumor suppressor genes RB1, TP53, and CDKN2A. The cytogenetic evolution patterns vary significantly in relation to treatment given during CP. For example, +8 is more common after busulfan than hydroxyurea therapy, and the secondary changes seen after interferon-alpha treatment or bone marrow transplantation are often unusual, seemingly random, and occasionally transient. Apart from the strong phenotypic impact of addition of acute myeloid leukemia/myelodysplasia-associated translocations and inversions, such as inv(3)(q21q26), t(3;21)(q26;q22), and t(15;17)(q22;q12-21), in CML BC, only a few significant differences between myeloid and lymphoid BC are discerned, with i(17q) and TP53 mutations being more common in myeloid BC and monosomy 7, hypodiploidy, and CDKN2A deletions being more frequent in lymphoid BC. The prognostic significance of the secondary genetic changes is not uniform, although abnormalities involving chromosome 17, e.g., i(17q), have repeatedly been shown to be ominous. However, the clinical impact of additional cytogenetic and molecular genetic aberrations is most likely modified by the treatment modalities used.
Question: Which gene fusion is the result of the "philadelphia translocation" or the "philadelphia chromosome" mutation?

SOLUTION: the bcr/abl gene fusion

PROBLEM: Context: From a human point of view, natural resources can be classified as either renewable or nonrenewable. Renewable resources are natural resources that are remade by natural processes as quickly as people use them. Examples of renewable resources include sunlight and wind. They are in no danger of being used up. Metals and some other minerals are considered renewable as well because they are not destroyed when they are used. Instead, they can be recycled and used over and over again. Living things are also renewable resources. They can reproduce to replace themselves. However, living things can be over-used or misused to the point of extinction. For example, over-fishing has caused some of the best fishing spots in the ocean to be nearly depleted, threatening entire fish species with extinction. To be truly renewable, living things must be used wisely. They must be used in a way that meets the needs of the present generation but also preserves them for future generations. Using resources in this way is called sustainable use. Nonrenewable resources are natural resources that cant be remade or else take too long to remake to keep up with human use. Examples of nonrenewable resources are coal, oil, and natural gas, all of which are fossil fuels. Fossil fuels form from the remains of plants and animals over hundreds of millions of years. We are using them up far faster than they can be replaced. At current rates of use, oil and natural gas will be used up in just a few decades, and coal will be used up in a couple of centuries. Uranium is another nonrenewable resource. It is used to produce nuclear power. Uranium is a naturally occurring chemical element that cant be remade. It will run out sooner or later if nuclear energy continues to be used. Soil is a very important natural resource. Plants need soil to grow, and plants are the basis of terrestrial ecosystems. Theoretically, soil can be remade. However, it takes millions of years for soil to form, so from a human point of view, it is a nonrenewable resource. Soil can be misused and eroded (see Figure 25.9). It must be used wisely to preserve it for the future. This means taking steps to avoid soil erosion and contamination of soil by toxins such as oil spills. Some of the resources we depend on the most are energy resources. Whether its powering our lights and computers, heating our homes, or providing energy for cars and other vehicles, its hard to imagine what our lives would be like without a constant supply of energy. Fossil fuels and nuclear energy are nonrenewable energy resources. People worldwide depend far more on these energy sources than any others. Figure 25.10 shows the worldwide consumption of energy sources by type in 2010. Nonrenewable energy sources accounted for 83 percent of the total energy used. Fossil fuels and the uranium needed for nuclear power will soon be used up if we continue to consume them at these rates. Using fossil fuels and nuclear energy creates other problems as well. The burning of fossil fuels releases carbon dioxide into the atmosphere. This is one of the major greenhouse gases causing global climate change. Nuclear power creates another set of problems, including the disposal of radioactive waste. Switching to renewable energy sources solves many of the problems associated with nonrenewable energy. While it may be expensive to develop renewable energy sources, they are clearly the way of the future. Figure 25.11 represents three different renewable energy sources: solar, wind, and biomass energy. The three types are described below. You can watch Bill Nyes introduction to renewable energy resources in this video: MEDIA Click image to the left or use the URL below. URL: Solar energy is energy provided by sunlight. Solar cells can turn sunlight into electricity. The energy in sunlight is virtually limitless and free and creates no pollution to use. Wind energy is energy provided by the blowing wind. Wind turbines, like those in Figure 25.11, can turn wind energy into electricity. The wind blows because of differences in heating of Earths atmosphere by the sun. There will never be a shortage of wind. Biomass energy is energy provided by burning
Question: If natural gas continues to be used at current rates, it will be used up in a few

SOLUTION: decades.

PROBLEM: Context: Think about how the color of a piece of metal changes with temperature. A coil of an electric stove will start out black, but with added heat will start to glow a dull red. With more heat, the coil turns a brighter red, then orange. At extremely high temperatures the coil will turn yellow-white, or even blue-white (its hard to imagine a stove coil getting that hot). A stars color is also determined by the temperature of the stars surface. Relatively cool stars are red, warmer stars are orange or yellow, and extremely hot stars are blue or blue-white (Figure 1.1). Color is the most common way to classify stars. Table 1.1 shows the classification system. The class of a star is given by a letter. Each letter corresponds to a color, and also to a range of temperatures. Note that these letters dont match the color names; they are left over from an older system that is no longer used. Class O B A F G K M Color Blue Blue-white White Yellowish-white Yellow Orange Red Temperature Range 30,000 K or more 10,000-30,000 K 7,500-10,000 K 6,000-7,500 K 5,500-6,000 K 3,500-5,000 K 2,000-3,500 K Sample Star Zeta Ophiuchi Rigel Altair Procyon A Sun Epsilon Indi Betelgeuse, Proxima Cen- tauri For most stars, surface temperature is also related to size. Bigger stars produce more energy, so their surfaces are hotter. Click image to the left or use the URL below. URL: Click image to the left or use the URL below. URL:
Question: class m stars are ________.

SOLUTION:
red