Given a context passage, generate a question from the passage such that its answer is shortest continous span from the passage.
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Question: The height of a wave is its amplitude. Another measure of wave size is wavelength. Both wave amplitude and wave- length are described in detail below. Figure 19.11 shows these wave measures for both transverse and longitudinal waves. You can also simulate waves with different amplitudes and wavelengths by doing the interactive animation at this URL: [Link] . Wave amplitude is the maximum distance the particles of a medium move from their resting position when a wave passes through. The resting position is where the particles would be in the absence of a wave. In a transverse wave, wave amplitude is the height of each crest above the resting position. The higher the crests are, the greater the amplitude. In a longitudinal wave, amplitude is a measure of how compressed particles of the medium become when the wave passes through. The closer together the particles are, the greater the amplitude. What determines a waves amplitude? It depends on the energy of the disturbance that causes the wave. A wave caused by a disturbance with more energy has greater amplitude. Imagine dropping a small pebble into a pond of still water. Tiny ripples will move out from the disturbance in concentric circles, like those in Figure 19.1. The ripples are low-amplitude waves. Now imagine throwing a big boulder into the pond. Very large waves will be generated by the disturbance. These waves are high-amplitude waves. Another important measure of wave size is wavelength. Wavelength is the distance between two corresponding points on adjacent waves (see Figure 19.11). Wavelength can be measured as the distance between two adjacent crests of a transverse wave or two adjacent compressions of a longitudinal wave. It is usually measured in meters. Wavelength is related to the energy of a wave. Short-wavelength waves have more energy than long-wavelength waves of the same amplitude. You can see examples of waves with shorter and longer wavelengths in Figure 19.12. Imagine making transverse waves in a rope, like the waves in Figure 19.2. You tie one end of the rope to a doorknob or other fixed point and move the other end up and down with your hand. You can move the rope up and down slowly or quickly. How quickly you move the rope determines the frequency of the waves. The number of waves that pass a fixed point in a given amount of time is wave frequency. Wave frequency can be measured by counting the number of crests or compressions that pass the point in 1 second or other time period. The higher the number is, the greater is the frequency of the wave. The SI unit for wave frequency is the hertz (Hz), where 1 hertz equals 1 wave passing a fixed point in 1 second. Figure 19.13 shows high-frequency and low- frequency transverse waves. You can simulate transverse waves with different frequencies at this URL: [Link] The frequency of a wave is the same as the frequency of the vibrations that caused the wave. For example, to generate a higher-frequency wave in a rope, you must move the rope up and down more quickly. This takes more energy, so a higher-frequency wave has more energy than a lower-frequency wave with the same amplitude. Assume that you move one end of a rope up and down just once. How long will take the wave to travel down the rope to the other end? This depends on the speed of the wave. Wave speed is how far the wave travels in a given amount of time, such as how many meters it travels per second. Wave speed is not the same thing as wave frequency, but it is related to frequency and also to wavelength. This equation shows how the three factors are related: Speed = Wavelength Frequency In this equation, wavelength is measured in meters and frequency is measured in hertz, or number of waves per second. Therefore, wave speed is given in meters per second. The equation for wave speed can be used to calculate the speed of a wave when both wavelength and wave frequency are known. Consider an ocean wave with a wavelength of 3 meters and a frequency of 1 hertz. The speed of the wave is: Speed = 3

Answer: SI unit for wave frequency


Question: Mercury is released into the atmosphere when coal is burned (Figure 1.1). But breathing the mercury is not harmful. In the atmosphere, the mercury forms small droplets that are deposited in water or sediments. Do you know why you are supposed to eat large predatory fish like tuna infrequently? It is because of the bioaccu- mulation of mercury in those species. Some pollutants remain in an organism throughout its life, a phenomenon called bioaccumulation. In this process, an organism accumulates the entire amount of a toxic compound that it consumes over its lifetime. Not all substances bioaccumulate. Can you name one that does not? Aspirin does not bioaccumulate; if it did, a person would quickly accumulate a toxic amount in her body. Compounds that bioaccumulate are usually stored in the organisms fat. In the sediments, bacteria convert the droplets to the hazardous compound methyl mercury. Bacteria and plankton store all of the mercury from all of the seawater they ingest (Figure 1.2). A small fish that eats bacteria and plankton accumulates all of the mercury from all of the tiny creatures it eats over its lifetime. A big fish accumulates all of the mercury from all of the small fish it eats over its lifetime. For a tuna at the top of the food chain, thats a lot of mercury. Historic increases of mercury in the atmo- sphere: blue is volcanic eruptions; brown, purple, and pink are human-caused. The red region shows the effect of industrial- ization on atmospheric mercury. So tuna pose a health hazard to anything that eats them because their bodies are so high in mercury. This is why the government recommends limits on the amount of tuna that people eat. Limiting intake of large predatory fish is especially important for children and pregnant women. If the mercury just stayed in a persons fat, it would not be harmful, but that fat is used when a woman is pregnant or nursing a baby. A person will also get the mercury into her system when she (or he) burns the fat while losing weight. Methyl mercury poisoning can cause nervous system or brain damage, especially in infants and children. Children may experience brain damage or developmental delays. The phrase mad as a hatter was common when Lewis Carroll wrote his Alice in Wonderland stories. It was based on symptoms suffered by hatters who were exposed to mercury and experienced mercury poisoning while using the metal to make hats (Figure 1.3). Like mercury, other metals and VOCS can bioaccumulate, causing harm to animals and people high on the food chain. Mercury, a potent neurotoxin, has been flowing into the San Francisco Bay since the Gold Rush Era. It has settled in the bays mud and made its way up the food chain, endangering wildlife and making many fish unsafe to eat. Now a multi-billion-dollar plan aims to clean it up. Click image to the left or use the URL below. URL:

Answer: mercury poisoning can drive a person to be as mad as a hatter, which is based off of this novel.


Question: For regulatory approval, consistency in manufacturing of vaccine lots is expected to be demonstrated in confirmatory immunogenicity studies using two-sided equivalence trials. This randomized, double-blind study (NCT01323972) assessed consistency of three RTS,S/AS01 malaria vaccine batches formulated from commercial-scale purified antigen bulk lots in terms of anti-CS-responses induced. Healthy children aged 5-17 months were randomized (1:1:1:1) to receive RTS,S/AS01 at 0-1-2 months from one of three commercial-scale purified antigen bulk lots (1600 litres-fermentation scale; commercial-scale lots), or a comparator vaccine batch made from pilot-scale purified antigen bulk lot (20 litres-fermentation scale; pilot-scale lot). The co-primary objectives were to first demonstrate consistency of antibody responses against circumsporozoite (CS) protein at one month post-dose 3 for the three commercial-scale lots and second demonstrate non-inferiority of anti-CS antibody responses at one month post-dose 3 for the commercial-scale lots compared to the pilot-scale lot. Safety and reactogenicity were evaluated as secondary endpoints. One month post-dose-3, anti-CS antibody geometric mean titres (GMT) for the 3 commercial scale lots were 319.6 EU/ml (95% confidence interval (CI): 268.9-379.8), 241.4 EU/ml (207.6-280.7), and 302.3 EU/ml (259.4-352.3). Consistency for the RTS,S/AS01 commercial-scale lots was demonstrated as the two-sided 95% CI of the anti-CS antibody GMT ratio between each pair of lots was within the range of 0.5-2.0. GMT of the pooled commercial-scale lots (285.8 EU/ml (260.7-313.3)) was non-inferior to the pilot-scale lot (271.7 EU/ml (228.5-323.1)). Each RTS,S/AS01 lot had an acceptable tolerability profile, with infrequent reports of grade 3 solicited symptoms. No safety signals were identified and no serious adverse events were considered related to vaccination. RTS,S/AS01 lots formulated from commercial-scale purified antigen bulk batches induced a consistent anti-CS antibody response, and the anti-CS GMT of pooled commercial-scale lots was non-inferior to that of a lot formulated from a pilot-scale antigen bulk batch.

Answer:
RTS S AS01 vaccine was developed to prevent which disease?


