Photosynthesis diagram for elementary

Sorry for the really long post!! It's a long story and awkward to explain.
Backstory: I live in a pretty safe town. I'm never too concerned about my safety and the community is pretty tight knit.
Also when I was in Elementary school I used to deliver newspapers to a street in my neighbourhood. There was this one guy who was a year older than me and in my school that lived in the street I delivered to. I never spoke with him but I only just recognize him bc he was really tall and he probably had some minor learning difficulties because he had one of those assistant teachers helping him. Let's call him James. He lives in a similar direction to me.
My home is facing the opposite side of the town mall. to get home I can either take the main street in front of the mall or go through the small neighbourhood behind it. I usually take the back route home.
Story time:
So 3 days ago I was walking home from school and a took a route a little different from what I usually take so that I could go to a local dollarama. I was walking through the front of the mall and I'm heading towards the back of a car dealership because there is a small path that leads to my street and on my way I see James walking from the direction of the mall into the same path I was going to take. He's a good several meters in front of me and I see him sit on a bench and ruffle through his backpack. I walk past him and start heading in the direction of my street. It's about halfway till I need to cross onto my street that I notice that James is on the opposite side of the road and almost in front of me. I clearly see him cross on a different direction to get to his home. I have my headphones on the entire time but at a low enough volume to still hear some things. So Im just about to cross the street again to get to my house when I realize that James was like 10 meters directly behind me (his street was in the opposite direction of where my house is). I didn't say anything bc I was pretty scared now and I'm also pretty shy when talking to others so I just crossed the street and hid behind my mom's car. I wait a couple of seconds and look back and see that he's walking back down the street towards his house. What the fuck. The entire time I was walking I didn't hear a thing and if he wanted to talk to me he would have had the chance to approach me and talk instead of following me home and just leaving.
day after I was staying late at school bc of choir and yesterday I went out with my best friend so I didn't see james. Fast forward to today where I'm walking home , paranoid, and looking over my shoulder more frequent in case I see him. This time I took my usual back route home and I see James across the street behind me. He eventually gets ahead of me and reaches a 4 way intersection. He crosses once straight ahead and another to get to my side of the street. He started heading in the direction of the mall so I thought that I might be alright I just need to speed up and get home quickly (I kept looking over my shoulder in case he might still be behind me... he wasn't). I reach a point where I pass the mall and I still don't see him so I relax a bit but when I continue to enter my neighbourhood I see him coming out of one of the streets I was just about to reach. He proceeds to cross the street to get to my opposite (right) side and he remains in front of me. Again this is the opposite direction from where he lives in. I start to slow down so I can probably walk a different direction while he's still ahead and I can lose him but he full on stops in front of someone's house and pretends to use is phone as if he was waiting for me to catch up a bit. At this point I couldn't turn anywhere and my house was just the street up ahead. James then crosses towards my side of the street but he's like 25 meters in front of me and starts walking down my street again to go towards his street. I was legit terrified and I just headed inside because he was a safe enough distance away from me.
during all this an old friend of mine (lives in my same street but opposite end) was right behind me after I passed the mall and although she was a good 40 meters behind me I'm pretty sure she could see the dude coming out of street A and going in our street B.
I've no idea what to do. I've told my mom about it and she told me that if it happens again to confront him and ask him why he's following me (which I will most definitely do). I'm not sure if I should talk to that old friend of mine about what happened and the prior instance because I haven't spoken to her for ages. And he goes to my high school too and what would I do if I see him.
I told a friend of my sisters ab what happened and she told me that she knows who james is and she told me that he's genuinely a weird person and that her older sister had some pretty bad encounters with the dude some years prior.
I'm just genuinely pretty spooked and feel a little uncomfortable going outside right now. If you guys have any advice please let me know it's really appreciated.
I know its a little awkward to explain/visualize the route but I'll follow up with a diagram of the second instance so it makes more sense.
UPDATE: wouldn't let me post the picture of the diagram I made in here so I posted it on my profile here's the link:

• https://www.reddit.com/useGabstergirl111121/comments/1cpaou2/im_being_followed_home_and_idk_what_to_do_pt2/

EDITED TO ADD: WRONG TITLE. ITS FOR COMBINED SCIENCE ONLY
Okay so here are the questions that I remember from my biology paper :) (could and could not be in order)
A company produces a drink with fructose instead of glucose. Fructose is sweeter than glucose.

• 2(?) marker - Give two reasons why the company would use fructose instead of glucose in their drink
• 3 marker - state the test that would be done for glucose in the drink

Test_________________________
Positive result_______________

• 2 marker - State the test that would be done for protein in the drink

Test_________________________
Positive result_______________

• 3 marker - plot the results from table two onto the graph. Only plot the results from 0.2 to 1.0. Draw a line of best fit. One result has already been plotted.
• 1 marker - Find the concentration of salt in solution Z in cm^3/ dom.
• 4 marker- smoking can impact the lungs (?) DIAGRAM HERE

Person B is a smoker while person A is a non-smoker. Explain why Person B breathes bettefaster during exercise than person A.

• 1 marker - something about where do plants new cells come from - answer is MERISTEM
• 5 marker - magnification question (im cooked) Diagram HERE calculate the magnification.
• 6 marker - proteins and fats from the drinks (the company thing AGAIN) are digested by our digestive system(?). Explain how they are digested (?)

In your answer, you should:

• mention what enzymes are used
• (something else that i forgor)
• 1 marker - what type of pathogen causes measles?
• 2 marker - Explain how to reduce the spread of measles. Do NOT mention vaccines in your answers.

1_________
2_________

• 3 marker - Explain the difference between a prokaryotic cell and a eukaryotic cell.

1_________
2_________
3_________

• 2 marker - A gardener is growing tomatos ??? greenhouse??? (anyways) the temperature is set to 15C. A heater can increase the temperature to 25C. Explain why a heater should not be used in the greenhouse. Do NOT refer to cost in your answers

1_______
2_______

• 3 marker - Explain how vaccines can help patients/ people build immunity against measles/ the measles pathogen.
• 3 marker - Percentage question. Something about a table with with results and you had to calculate the percentage increase of X.
• 6 marker - Angina causes chest pain and tiredness. (something about how it is related to Coronory Heart Disease). Explain how (???). In your answer, you should include: Symptoms + causes of angina, How to reduce its symptoms.

4 marker - Explain all four stages of mitosis on the diagram. Diagram HERE
1 marker - Which type of microscope was used to see the (cell???) explain why it was used.
1 marker - (multiple choice) which formula/reaction is photosynthesis?
2 marker - Measles is a virus that will make you ill. Explain how a pathogen / virus can make you ill.
I will continue updating while I remember the rest of the questions :). If there's any ones anyone can remember then please do tell me so i can add them. Also tell me if there is any mistakes in these questions.
These are only from memory, so wording will not be 100% correct :)

Observations: 1) Black holes have entropy. Entropy is a function of microstates. For the given macrostate (I.e. BH mass, charge, spin), The typical black hole, despite being a suspected singularity, is supposed to have e¹⁰⁸⁰ microstates. 2) Also, from penrose diagrams, we see that black holes look like portals to parallel universes. And particles going through infinite time as they pass through singularity.3) In their descriptions, antimatter mathematically acts like matter but going to the past instead of future. 4) Black hole information paradox is still not convincingly solved. 5) the matter-antimatter inequality post big bang. 6) we can pass in any direction in the 3 real dimensions, but only towards the future in complex dimension of time.
Hypothesis: all the stuff that goes in the lifetime of black holes is what comes out of a white hole IN REVERSED TIME. This is because when the spacetime rapidly falls into and through the singularity, the positive halves of the three space dimensions cancel out their negative halves, but since time doesn't have negative direction in this universe, post singularity the time 'momentum' causes the time direction to flip and continue towards the past. elementary particles information- i. E. quantum numbers pass through and reach a parallel universe, but it is now antimatter. Since it is antimatter universe with reversed arrow of time, it means that, looking at that universe from our direction of motion through time, entropy of that universe decreases in positive intervals of OUR direction of time. I. E. All the particles of that universe get more and more constrained and ordered with time and end in a big crunch- which is exactly what we would expect from a white hole in a reverse time universe. Big crunch in future directed time is the same as white hole/big bang in past directed time.
Predictions: the rate of inflation just after big bang would be the same (in formula) as the final moments just before a black hole gets fully evaporated. Matter antimatter discrepancy is avoided. Few others that I forgot 😭
Related thought- a universe, after reaching the heat death I. E. Maximum entropy, can only reduce its entropy now. In such a state, as d(ln W)=0 and d2 (ln w) as negative, this could either flip the direction of time, or gain negative temperature (1/kT = d(ln W) /dE), or both.
Unable to perfectly express my thoughts. Regardless, I wish to engage with people here who actually are physics students/graduates/higher on this.

TL;DR class descriptions/info to help underclassmen know about classes thru personal experiences. Add to it with extra info or questions!
To all the incoming freshmen or other underclassmen - you’ll prolly hear it a lot, but the time really does go by so fast. Enjoy it, soak it in, and step out of your comfort zone. Someone posted their classes thru Purdue to let other students know how those classes were (in case it was a niche/high-level class or it wasn’t on RateMyProfessor). That was pretty helpful to me so Imma do it too. I’ll let u kno how the courses went and what I can remember. I’m graduating from the College of Ag with a B.S. in Animal Sciences with a concentration in Biosciences and minors in Biotechnology and Real Estate. I came into Purdue with AP and Dual Credits, so some things I didn’t take. Anyway, here are the classes I took.
Anyone who’s taken any of these, please add on/say smth else if it has changed! Underclassmen, feel free to ask about them!
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FRESHMAN YEAR
AGR 101: Intro to Ag & Purdue (Multiple lecturers)
This course was THE intro course to Purdue and Ag (duh). It was a 1/2 semester course so I was done with it by week 8 and there was only a quiz. We were told the purpose of Purdue being land-grant and were just intro’d to the different parts/departments of the college of Ag + different success tips. This was also the class where u begin (already) thinking about your 4-year plan and create a LinkedIn. Easy A, just show up and learn about the college of Ag
AGR 114: Intro to ANSC Programs (Ashley York)
Also a 1/2 semester course that was done by Oct. This class just went into depth on what to expect as a student in the department. You may start work on a resumé, continue with planning or LinkedIn. Again, easy A, just show up. Also, Ashley was a saint helping me each year to make sure I was on track, even tho she wasn’t my advisor.
ANSC 102: Intro to Animal Ag (Elizabeth Karcher)
This class was the first “real” class of college. It was just an intro to different domestic species and the operations tht are part of animal ag. I think there was also a lab with the class where u were introduced to animals. Dr. Karcher also was a pretty good professor. Just pay attention - it’s sort of memorization for random facts about animals/common sense depending on what u took in high school/home life in a rural area. Should be easy A.
CHM 115: Gen Chem (Multiple lecturers)
Was never a fan of chemistry, so this class I went into with dread. I didn’t want to take AP Chem, and just dealt with it in college. Honestly, if u took honors/were a good student in hs chemistry, there should be no problem - was basically just like a high school class. There was a lab that went with this course, but because of COVID, I just had an online worksheet to do every week for pre-, in-, and post-lab so I can’t speak on it. If u aren’t inclined to chem, it might take a bit of extra studying, but I was never worried.
PHIL 110: Intro to Philosophy (Taylor Davis)
To be fair, I never exactly wanted to take this exact class. I came from a small town in the Midwest, so I wanted to be sure I wasn’t dumb or anything to the people, cultures, etc. around me. Told my advisor I wanted to take a class to give me more of a “world” perspective, so she suggested the class. It honestly was not bad at all. The professor knew what he was talking abt and very accepting of questions. We learned how to tear down an argument and build it up in several ways and talked about cool things like if we have free will, does God exist, etc. The only assignments that counted for the sem were a midterm and 2 papers - 1 small and 1 large philosophical essay over any topic from the class. Definitely changed my outlook, would recommend taking it. The first part of class was harder - making sure u understand why/how an argument does or doesn’t work - but the rest was fun/easy as the topics were just presented and talked about.
AGEC 217: Economics (Larry Deboer)
I found Econ as a topic in and of itself to be quite boring. Supply and demand, money, etc. The class kind of turned out that way. Its presented as basically supply/demand and reasons for changes to the them were slowly added throughout the semester. We had several assignments, but they were nothing terrible. Gotta give props to the professor, tho. He knew the class wasn’t great but made it fun. Also, the class is flexible for schedules as in some situations it can count for credit in place of ECON251.
POL 223: Intro to Environmental Policy (Tara Grillos)
When I first started, I thought the route I wanted was ANSC with some focus in environmental issues. That’s why I took this class. I don’t understand the “intro” part, really. The whole class was presented as just case studies for things that have happened that impacted policies from the late 1800s/early 1900s until recently. Some of the info was cool. I don’t remember much for assignments, but there was a group project/paper where u had to decide on an environmental issue, state how u plan to fix it, on what level of government, etc. It wasn’t a crazy class to be in as a freshman, but it was not what I was expecting for a POL class.
ANSC 181: Orientation to ANSC (Elizabeth Byers)
Another 1/2 semester course. This class, as far as I can remember, was just for showing u the possibilities available to u in ANSC. This was specifically ANSC. It went over every concentration and what jobs/salaries there were. This was also a class where we were assigned to create our resumés (professionally) and start networking. Just as, if not easier than the other 1/2 semester classes so far.
ANSC 221: Principles of Animal Nutrition (Dale Forsyth)
Sorry but not sorry for anyone in ANSC. The class is boring, but Dr. Dale Forsyth is such a sweet old man. This class is the intro for nutrition in ANSC. U will learn the different required nutrients, food stuffs (supplements and stuff too) that have these nutrients, what happens when animals are given too little of these, and how to balance/create rations for animals (ruminant and non-ruminant). As long as u are okay/good with algebra, there shouldn’t be a problem. U just need to solve systems of equations in Excel to get the right weight of a food stuff. Homework was balancing rations. Exams looked at that + nutrients and their deficiencies. Dr. Forsyth also talks fast and doesn’t slow down because he has a lot to get thru. Come into the class knowing it prolly isn’t going to be very fun, but u need to know it. Try to find something interesting in the whole.
BIOL 111: Fundamentals of Bio II (Sean Humphrey)
Not sure how this class really is. I came into college loving biology and being (not to sound like an ass) great at it. To me, it was easy and relearning biology from high school for a bit. To others it may be a bit more difficult. There is just a lot of memorization. The professor was nice and answered my questions when I had them and explained in great detail if I was confused. I can’t remember any assignments I turned in, or anything about exams. Overall, I thought it was an easy class, but be the judge urself.
CHM 116: Gen Chem (Multiple lecturers)
Just a continuation of CHM 115. It picked up where it left off. Got a little harder, but it was nowhere as hard as TV or anything makes it. There are definitely topics that show up from hs again, but a lot is new. Wasn’t fun for this class switching lecturers every few weeks since they each had their own lecture style. Again, there was a lab section, but because of COVID, it was a worksheet. Not the worst class, but a meh class.
MA 16020: Applied Calc II (Alexandros Kafkas)
The first and only time I had to take math here. In hs I took MA 165 and thought it was a breeze (prolly bc it was hs). To anyone wondering, MA 165 SHOULD count in place of MA 16010 in college of ag. With that in mind, I went into the course knowing what Purdue math is known for, but still keepin an open mind with my abilities. I’m really proud of the grade I got, too. I think a lot of the course depends on the lecturer - mine was good at teaching us new concepts. Learn all you can about the lecturer beforehand, find out if they are good, and see it for yourself. We had quizzes in class every week (MWF) over the previous lecture and homework thru LON-CAPA that was usually due the day aftebefore (Tues, Thurs, Sun, I think). The quizzes and homework were good starting problems. The exams were tough and harder than quizzes/hw. If u’ve done well in math, but aren’t a prodigy or someone who can put in hrs of work, don’t expect to get likely higher than mid-70s on exams. It was common to get around a 50-60%. They do curve “if it’s necessary” but it is ALWAYS necessary.
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SOPHOMORE YEAR
AGR 201: Communicating Across Cultures (Pamala Morris)
To start…BOO. Was not a fan of this class. Felt like it was a money grab and busy work. It was required for some international understanding credits. The content wasnt interesting but for sure important. We were taught to basically be good ppl and about the different types of hardships that groups of ppl could go thru (ageism, sexism, racism, classism, etc.). We were required to buy the book, which was $50, but written by the prof and from what I assume was her website. I don’t recall ever using it unless it was necessary for an assignment. The class helps u relate and think critically, but is done in a piss-poor way. It could hv been the COVID aftermath where lecture was done virtually but we had a class later on with other students for a “lab”. Quizzes were easy, and overall easy, but so bad too.
SPAN 201: Spanish III (Nancy Reyes)
I know I’ve said this already abt other courses, but this still applies. This course was 100% a high school class. I did a placement test into this course (after 3 years in HS Spanish - Fr. to Jr. - with a 2 year gap of not learning) and got all credit for Spanish 1 and 2. Took it for international understanding credits. This course made sure u knew the basics again, spent a lot of time in past tense, then ended w maybe a month in subjective and future tense. There were a few speaking assignments and cultural readings/lectures. Was encouraged to speak Spanish for class, but the prof knew that couldn’t happen but still helped us all. Exams included MC, writing, and listening. Not sure if this is the same for other languages, but hopefully it is.
CHM 255 + 25501: Orgo + Lab (Elizabeth Parkinson)
Dreaded this class, but went in confidently. The class sucks, no other way abt it. It was a lot of memorization and practice. A lot of the “basic” stuff started sticking about halfway thru the semester. It doesn’t help that I stopped going to lecture about 3/4 thru the sem. It wasn’t as hard as expected, but it was still quite hard. The prof was amazing at making the content interesting. Labs were ran by GTAs. Depending on the section your GTA may not kno anything. The labs also did not go along with the lecture - they are 2 separate courses that can individually be passed or failed. Exams were as you would expect with the course - a few high spots among a crowd of C’s and D’s. The lab had multiple things due every week w the semester started. It was expected to do ur pre-lab at start of week, turn in ur in-lab immediately after finishing lab, then the previous week’s post-lab/final lab was due. The lab also holds the policy that if u don’t show up dressed right or sleep late, if you don’t show up within 10/15min of start that u can’t show up and will receive a 0 for the lab.
ANSC 230: Physiology of Domestic Animals (Rod Allrich)
This class taught me a lot. Each week was a different body system and learning info regarding animals individually. Things were taught in general as overarching concepts, but then things were applied as necessary for individual species of animals. Everything was brought up from the digestive system to the endocrine system. The class met 4 days a week and had a quiz once a week. There was no lab when I took the course. The specific professor I had was also interesting to say the least. Dr. Allrich is a funny, good man, but he does not use or create slides. Instead he uses his own website to post info (usually from Merck veterinary) abt whatever it is he wanted u to learn. In class he would just ramble on about what he thought was important. ANYTHING he said could be test material - no matter what (I was told by an upperclassman to remember that his favorite pie was sour cream and raisin pie bc it was a quiz question they had). Now, there is a lab that goes with the course. Also, if u hv Cabot the course material and class are much harder than with Rod. There are expectations, lectures, and more. Regardless of the professor, the information that was taught was useful, remembered, and interesting. In any class, Rod typically will have this structure but will grade easily. Quizzes will be to write statements of fact and exams won’t exist or will be take-home with only having 5 paragraphs to write using a word bank
ABE 226: Biotech Lab I (Kari Clase)
This was the first course I took for my minor in Biotechnology. I did not know what to expect going in as I didn’t grasp the scope of biotech. The course was ran well. The whole class is a wet lab where u are in the scientific process trying to find a new species of bacteriophage. U dig in dirt, do some pipetting, use beakers, make plates, isolate DNA, and send it off. Any research u do/finding a phage gets put into a national database for phage research. U do hv lab notebooks that get checked, but hv an outline to go off. There were several quizzes and deliverables that had us learn about phage more, or aseptic technique. It was a good class. U do have to buy a lab coat (which is kinda cool). Easy class that kickstarted my interest.
CHM 256 + 25601: Orgo II + Lab (David Thompson)
This class was disastrous. It was me, the content AND the professor as to why that was the case. This was just a continuation of course and lab. The new content was harder to wrap my head around, + I stopped going to the lectures about halfway thru the sem. To make matters worse, the class was early and the prof was speaking in mach turtle. I would listen to the lectures a day later so I could 2x speed thru them and the man was sounding like a normal person talked. This class was harder than the previous course. If u didn’t like CHM 255, sorry this is worse. The lab was just the same as the previous sem, but the GTAs changed. Again, labs didn’t go with the lecture and are 2 individual courses to be passed or failed separately. I passed but the class made me rethink my life once or twice and was potentially the worst class I ever took.
STAT 301: Elementary Stat Methods (Spencer Hamrick)
I did not enjoy this course a single bit - besides the professor. The course throws, what I felt like, was the entire concept, terms, rules, designs of statistics at u. It was a lot at once for me. I felt like there was a disconnect between what I was learning and in what ways it applied to me. It wasn’t too difficult, but the class was boring. There was also a lab section that was not great either. We were forced to use SRSS. There were homework assignments on a different software/website that equally were boring. The exams were harder than expected - there were some sections with questions with such small disparities that the answer came down to a difference of 1 word in a sentence. Overall, there’s a lot to learn and it’s all pretty basic to give a general understanding, but it was done poorly. If it was done better, it likely would have been an easy course. This course tho is also one of the worst classes I took.
AGRY 320: Genetics (Joseph Anderson)
There’s not much to say about this course. It was genetics. It felt like another continuation from the end of BIOL 111. It built a foundation for DNA, chromosomes, and went from there. There was a lot of higher thinking and content that was build upon thru the semester. It was a bit of memorization, but the content was fun. There were hotseat/iclicker questions for each lecture. Prof. Anderson was also really good at presenting the info.
AGRY 321: Genetics Lab (Aneesha Kulkarni)
This was the lab that went with AGRY 320. It was separate from the lecture. I do not believe it ever followed along with the lecture. The semester was spent with Arabidopsis. From the plant, we extracted DNA, did PCR, did mutant analysis, etc. The whole semester led up to a final lab report for what had been done that semester. There were also some small lab assignments that needed done. The class was also serious about attendance which could have made a major impact on grades. It is also typically ran by a GTA. It was fun and I enjoyed it. There was never really any work that needed to be done outside of class and at times it let out early.
ANSC 333: Physiology of Reproduction (Jonathan Pasternak)
This was a good class. The content focused on female anatomy/physiology first, then male anatomy/physiology, then on interactions and changes to the body through hormones and development. I found the class to be interesting as there is a lot more that goes into reproduction that u think. It’s a lot of cool info thrown out, but in a manageable way. Notes can go fast n there is a lot of terms and items to pay attention to. There was also a lab portion to this class. The lab went with what we learned in lectures. It was hands-on learning and doing things. It might sound gross but we had a lab where we took fetuses from a pig uterus to weigh and look at. We also looked at pig semen under a microscope. The professor was obsessed with histology. Expect to look at many slides of different tissues and know how/why they differ, where they are from, etc. I don’t remember assignments, but there was a lab practical that involved many things. Overall, it was a fun class.
ABE 227: Biotech Lab II (Kari Clase)
This class was busy. There were lots of things that needed to be done often (oddly no true deadlines it felt like). This was the dry lab portion. After ABE 226, any DNA that was collected sufficiently was sequenced and the data came back. That’s essentially what the semester was for. With the DNA from a phage, u must make entries to find out the start/stop site of genes, gene function; BLAST the genes, gather evidence there is truly a gene, and more. There were some small assignments with deliverables. There was also a larger project that was put into the undergrad research symposium. From the DNA, a small group chose a gene and researched. A lot of busy work and nights up, but there was a final genome announcement and research went into real life.
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JUNIOR YEAR
HIST 33805: History of Human Rights (Rebekah Klein-Pejsova)
This class was a requirement for an upper level humanities course. This class was easy and interactive. There were some readings that had to be done outside of class, but not much else was required. U would read, then come to class, fill out a discussion, and talk. The content started back in history and moved all the way to just beyond the Holocaust. There were a couple writing assignments that were like a paragraph. The final was to write a paragraph on when u thought the history of human rights began. Again, easy and almost no work required.
BCHM 307: Biochem (Barbara Golden)
I loved this course. Dr. Golden was soft spoken but she made sure u got the info u needed. The content felt like a mix of genetics and chem. The course was biology-sided for those that hate chem. This course went back to the central dogma and such, but then included a lot of metabolism and inner workings of cells. There were parts involving the Citric acid cycle and other “basic” biology concepts that went into further explanation from a different perspective. I believe there were also hotseat/iclicker questions. If u liked biology or genetics, u should like this course, too.
BCHM 309: Biochem Lab (Orla Hart)
Just like the genetics lab, this lab did content that led up to something big at the end. The lab was spent learning basic lab technique, then focused on isolating and purifying LDH from a Bradford assay. There were lab reports/assignments, but they all help and lead to the big lab report. It was a fun time. Dr. Hart was a fantastic prof for the course as she fully knew the topic, always helped out, and had high expectations. She would also joke and talk with us. She shared about her family (she’s Irish), her cats, n more. + she would talk with you in her office, where she had Ghirardelli chocolates to eat. There was a written midterm + u are required to wear a lab coat and goggles during lab.
ANSC 311: Animal Breeding & Genetics (Donna Lofgren)
This was another class that I liked a lot. For anyone interested in this topic, it is not what u expect. The class is not punnet squares and seeing what traits u can see. This class was a lot of math. You had to find the allelic/gene frequencies, var, covariance, selection intensity, generation interval, EBV, etc. I cannot stress that this class is a lot of math (prolly 75/25 to 85/15 for math/concepts). It is, however, one of the few genetics restrictive selectives for ANSC (if I remember right). There is other content too, learning about how to breed animals, components of breeding and genetics, etc. There is a lecture and lab. The lab is when homework was intro’d and we were given time to ask questions/complete it. The lab lasted 2 hours, and usually there would be several homework problems left. There was also a large project that used a sim (mine was beef, other years used lamb/sheep). I would have to cull and breed to get better genetics, get rid of disease, etc. The better the offspring the better. This sim was paired with an arrow chart and written report. Lot of work, but a lot of fun.
ANSC 326: Applied Non-Ruminant Nutrition (John Radcliffe)
This class was boring. Unless u love animal nutrition, it’s hard for it not to be. This was like a continuation of ANSC 221, but only focused on (essentially) pigs. Once again, just learning the background/basic info for feeding animals, providing nutrients, and balancing/creating rations. Also, this class also uses a lot of Excel - more than ANSC 221. There was a final for the course, but it was only a 1/2 semester course. There may have also been a lab section, but the work typically finished quickly.
ANSC 446: Companion Animal Mgmt (Rod Allrich)
Another course with Rod. It was basically nonsense. U learned what it took to keep companion animals healthy and managed. Specific diseases/interests were looked at for animals during class + issues/problems with animal clinics, shelters, etc. There wasnt much to learn. Since it was Rod, there were no slides. Anything written could be tested. Students had to present some issue with companion animals for points twice in the semester. There was also an animal business plan due at the end of the semester. It was required to describe the location, services, employees, their benefits, etc. There were no exams, but there were his quizzes - u were provided movies to watch and write a 1-page summary/reflection on what u saw. Once u get used to Rod, his classes are some of the easiest to ever take.
MGMT 200: Intro Accounting (Terra Maienbrook)
This was my first class for my Real Estate minor. If u have taken any math class at college u should be fine. This course is an intro. U learn the accounting equation, debits, credits, depreciation, and interpreting it through balance sheets. It can get a little confusing when things are broken down further, but as long as u pay attention there shouldn’t be trouble. Just remember what debits and credits do and u should pass the course. There were assignments that helped understand what needed to be done and how the content u are learning works, but it turns into busy work later on. If u get 1 small error as ur doing ur balance sheet, then the whole problem will be wrong and it probably won’t tell u what the error is. The professor also used hotseat/iclicker for attendance, so make sure to show up. She did let u come to any section at any time and still do the attendance. Exams weren’t difficult if u pay attention and do well in lecture and homework. If u do well, the prof would even email saying that u did well.
MGMT 304: Intro to Financial Mgmt (Phil Baeza)
This class was okay. Part of it could have been it was the prof’s 2nd semester teaching here. The class was a lot of basic info for management/econ and was also a requirement for the Real Estate minor. U are taught corporate finance + the goals of it, cash flows and a bunch of math with related terms (NPV, PV, NWC, NOI, etc.) None of it was exactly difficult to figure out. The class itself wasn’t bad content-wise. Once u learned the information, it was there. There was a lot of Excel for solving problems. If u aren’t good with Excel - make that a priority. The course also had exams, but you were allowed a typed cheat sheet for each. Besides the exams, there was also a case competition (so many of these in MGMT classes). Info was gathered about a company and with a group had to decide to approve or disapprove of their loan request. Overall, not terrible, but hard to sit thru.
ANSC 303: Animal Behavior (Marisa Erasmus)
This was an interesting class to take. It was pretty fun (and I ended up as a TA, my last semester). The course is essentially psychology in animals. You learn conditioning, scientists who contributed to the study, types of interactions, and types of behaviors (maintenance, maternal, social, play, sickness, etc.) and how they are in animals. The course also has a lab section with it. The lab section is essentially to allow for time for the zoo project, although there were some labs that went to the ASREC to observe those animals. For the project u are provided an animal at the zoo to research, go to the local zoo, and observe them. When ur back you create a presentation for the research you did involving the animal and enrichment provided by the zoo. In class, there were several quizzes over lecture content plus a midterm. There were also assignments, but many of them had some involvement with the zoo. The class also had no final, but there was a final quiz. The professor did talk fast sometimes, but as long as you typed or rewrote notes later, there was no issue.
STAT 503: Stat Methods for Biology (Yan Xing)
Unsure of why, but I loved my grad level stats courses. They were much easier and fun to learn than STAT 301 (so if u hate STAT301, give 503 a try). This course basically started at the beginning. The content started with learning sample vs population, statistic vs parameter, plus sample unit, size, variables, and variable types. The course became harder as time went on, but nothing was super difficult. The topics included basic stats (mean, stdev, var, types of distributions, unions/intersection), marginal probability, tree diagrams, binomial distributions, chi-square, ANOVA, hypothesis testing, and multiple comparisons (like bonferonni). The information was always presented in a way catered to life sciences (crazy). The lectures not presented in class, but expected to be watched beforehand. I did not go to lecture, but watched the lecture videos on my own. That was enough understanding to easily pass. There were homework assignments that were due every other week. Start them sooner than later, you’ll need the time! This class was also my introduction to coding in R. I had no experience in any coding beforehand but easily got the hang of it, especially since the professor provided tutorials. It was used for every homework, basically. There were also quizzes that weren’t too difficult. The class was not easy, but it was fun.
ABE 512: Good Regulatory Practices (Keri Clase/Stephen Byrn)
This was the final class I needed to get my Biotechnology minor. It was terrible. The professors were nice, but there was no structure. The lectures were about regulatory science and dealt a lot with information from the FDA. The course went over the good and required practices required for the creation, testing, passing, and distribution of medical equipment and/or drugs. Every small detail and information that was not in lectures was required to be known. There were quizzes and assignments that all got turned in through Gradescope. The quizzes are where random information was expected to be known. The assignments were deliverables which asked some question or inquired about a part of the process and write about them. The final was a final deliverable that had to effectively be a conglomeration of the other deliverables (but not just copying and pasting). The class wasn’t hard, but very poorly set up.
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SENIOR YEAR
CSR 103: Intro to Personal Finance (Wookjae Heo)
I just needed a filler class in my schedule. I figured it could help learn some “real world” stuff that maybe I wasn’t sure about. The class was completely online with provided lecture videos. It was very easy and what would be expected. Topics went from how to manage debt and make sure you can get loans, to being informed about credit cards and insurance. All the information was easy to get through. There were writing assignments to be done basically every week. The professor would have you read a paper that 50/50 he had a part in writing, and answer questions. Some things were interactives that just needed to be completed (regardless of how well). Not a bad class. It will definitely pad your GPA - everything taught should be common knowledge.
MGMT 370: Real Estate Fundamentals (Lindsay Relihan)
This course was quite informative. It was an average level of difficulty. There was a lot of information that went into it - I mean it is a fundamentals class. Topics that were talked about included foundations of real estate, what is real estate, valuation of property, lending, time value of money, multiple financial ratios, and taxation. There were multiple assignments - some writing and others math. The writing was for discussions (5 of them) about certain papers provided or certain book chapters. The math assignments were problem sets to get done for what we had learned. They gave plenty of time to finish them. Beyond that, there was also another case study/competition. For this a company was selected and given potential locations to move to. You had to decide if it was worth it for the company to move locations.
ANSC 345: Animal Health Management (Rod Allrich)
For this class, I just needed to take another ANSC course. This class was practically the same as any other Rod Allrich course. We learned how to keep animals healthy and basically many different common diseases of animals. From his website, we would get brought to a page talking about some disease or medical problem that could potentially happen and have to write a 1-page summary/reflection. This happened each week. He still did in person quizzes with statements of fact. Once again, students had to make videos/presentations for the class to present on some problem. There was no final exam. Did not learn too much from this one, but it was a great space filler and GPA booster.
ANSC 481: Contemporary Issues in ANSC (Barry Delks)
This is essentially the final push for ANSC students. As seniors, you take this course to prepare you for the real world. Lectures were given by guests who the professor brought in. They would talk about their specific company, career, or niche and any issues they were seeing there plus how to stop them. The professor would then have groups get together to discuss ways to fix the problems and have the guest comment on what was said. There were also assignments to be done, but they were very easy. They were just things to make sure you were on track for a job and/or graduation (having a 30-sec intro, making a cover letter, redoing your resumé). Part of the class was also just attending the career fair.
STAT 512: Applied Regression Analysis (Tiantian Qin)
Like my other grad level stat course, I absolutely loved this one, too. This class was a DIST course. This class solely focused on regressions (simple linear and multiple linear regressions). Topics for the course started with the basics (terms of regression like betas, Xs, SSE, SSR, SST, and diagnostics) and moved to more difficult content (lack-of-fit-testing, global f-testing, transformations, ANOVA, marginal effect, coefficient of partial determination, multicollinearity, and more). I found the content interesting and it was fun to learn about. Nothing was too difficult and could always be asked about through office hours. There were homework assignments that corresponded with the lectures that were due every other week. Again, take the time. The course also used R coding for everything that was done. The course also had a couple exams to do. But the biggest thing was the regression project. This required a group of students to get together, find a set of data, and use it to form a regression analysis. There was a lot of coding involved, but it was fun parsing through and wrangling data.
MGMT 375: Real Estate Law (Cecelia Harper)
This course has been super personal and fun to take. This is one of my last courses for the Real Estate minor and I am glad to have taken it. The course goes over any and all laws that relate to real estate in some way. The course talked about property rights, subsurface rights, common laws, easements on land, financing/lending, prenuptial agreements and other contracts. Most grades come from exams, though. There were 3 during the semester plus the final. All exams (except the final) were open note and book. The final we were allowed a 1-page cheat sheet that was front and back. The only grades that did not come from exams were from the contracts we drafted. You create your own lease agreement and purchase agreement, then pair with someone to mesh them together for a new one of each. I think the course is particularly made tho by the professor. She is a practicing real estate lawyer who knows what she is talking about. She would set it up so the class was very personal and we each asked her questions. It was interesting because she could have stories about clients to connect things from class. She would always entertain questions. There was no extra credit, except for when she would randomly do attendance. The course structure could be changing quite a bit now, tho.
MGMT 43901: Real Estate Investment & Development (Michael Eriksen)
The other last course for my real estate minor. This class was a step away from what I thought it was going to be. This course is geared toward commercial development and the business side, as I felt. There was nothing really said about personal/residential property. The course topics included an overview of real estate, ways/types of investment, estimation of cash flows for commercial real estate and finance terms associated, providing loans/financing, the roles of a developer, and taxes. The course didn’t have many plain assignments. These were Excel files with attached questions and instructions. If you could follow the instructions you did well, plus the assignments built on each other, except the last one - this one used ARGUS software. The majority of the work was spent on a case competition (go figure lol). Students were put into groups to select a plot of land to develop for some commercial purpose and provide the financials, timeline, and reasoning for the decision. There were several required tasks to be done for this assignment, plus a presentation at the end. There was no final exam, but there were 2 midterms. You could use an excel sheet with notes throughout, tho. The professor was good. He catered to his students and asked questions about how we thought the class was going. A good class to take.
BCHM 421: R For Molecular Biosciences (Pete Pascuzzi)
I took this class because my previous classes had made me really like working in R. I took the class to continue on with that. If you do not have a basic understanding of R, it may be a slight learning curve. The class only met on Wednesday and Friday for 2 hours. There wasn’t a lecture every class, but there was usually some work to be done. All assignments were done through R and could typically be finished in the class period. If this wasn’t possible, it could usually be finished the next class. The class just showed different things in R, from graphics and data wrangling to how to process gene ontology. There were homeworks and labs, with labs being more involved. There was a midterm that was open resource and a project. The project was done at the very end with groups who put together code from previous lectures/labs to create an RShiny document. The class did have a final, again open resource, but any graduating seniors did not have to take the final. There was an opportunity for extra credit by creating an R notebook for all your notes for functions and lines of code. The professor was also nice, helpful, and willing to put in effort to match you.
ANSC 351: Meat Science (Yuan Kim)
This class is basically just biology plus some extra info for meat processing. If you have taken muscle biology (or just bio) you will do well. The class does have some busy work, tho. The first part of the class was solely muscle biology. After this, the class went into meat quality (including analysis, factors affecting quality, etc.), parts of production (packaging, freezing, heating), slaughter and that process, then into meat safety. The content was interesting to learn and easy to take in. The class did have several assignments. After every class was a lecture quiz, each week there was a reflection, and every so often there was a case study. Case studies involved reading a case and providing a response to address the cause of a problem and fix it. The whole semester, there was a project involving some topic in meat science (novel tech, meat in diet, lab-grown meat, alternatives, etc.). Groups got together at the beginning of the semester to make a decision on the topic. Then, throughout the semester, groups met with TAs, wrote drafts of a paper, critiqued other student papers, and made a presentation to show the class. Throughout the semester, you have to work 2 shifts at the butcher block or write a giant essay on a book, too. The class also required 4 exams and a final. If you showed up to every class, you were able to skip the final. Dr. Kim loves the topic and wants you to learn, but most of the grading will be done by TAs.

part of SAG's Plant Lighting Guide
last update: 21 April 2024
TL;DR- you may want to experiment using low color temperature white lights rather than high color temperature white lights for growing some microgreens and try having the lights on 24 hours per day with the lower color temperature. A lower color temperature may allow you to run your microgreens at high lighting levels for greater photosynthesis. 200-400 uMol/m2/sec is the norm for most microgreens, but some of the papers below show mixed results and promote using a lower PPFD and I've seen commercial growers promote around 100 uMol/m2/sec. Most people's hobby grow ops I see online are likely growing at a lower PPFD.
Although I'm only an amateur grower and experimenter when it comes to microgreens (I have far more experience with cannabis), I did take the time to skim over about 30 peer reviewed papers on the subject of microgreen lighting that are linked below, and I do know the technical aspects of the theory along with almost three decades of indoor growing experience. I'm merely offering some opinions here as it pertains to microgreens.
This YouTube channel has done far more light testing with microgreens than I have done:

• On The Grow YouTube channel --he points out very well how light geometry makes a difference.

Be careful of assumptions
A major issue with making broad statements about very optimal microgreen lighting is that you're dealing with a variety of different plant species: radish, basil, pea etc. With cannabis for example, you're dealing with a single species, and even then different cultivars can have different optimal results in light quantity (the PPFD) and light quality (the SPD or spectral power distribution i.e. the specific wavelengths). Even the optimal photoperiod can be different with different cannabis cultivars according to the very latest research.
This higher variety notion can be magnified even further with microgreens because the same species of a microgreen can have different cultivars with very different optical characteristics in their leaves e.g.- sweet basil with green leaves and purple basil with purple leaves due to the very high anthocyanin content. Another example would be the red radish cultivars versus the green ones. Different cultivars can also have different specific light sensitive protein expressions (although not a microgreen, different tomato cultivars can have very different reactions to light particularly the photoperiod, as an example).
Don't assume that all microgreens have the same optimal lighting conditions.
Don't make assumptions about your light intensity- get a light meter down at canopy levels using a light meter that is cosine corrected and that has a remote sensor head, and not a potentially unreliable phone app.
Don't assume that you can grow hemp microgreens which can be legally problematic without a license in many states in the US like Nevada, even with the Agriculture Improvement Act of 2018. It costs several thousand dollars to get fully licensed to grow hemp in Nevada and I don't know how the state mandated harvest report would work with hemp microgreens. I believe Arizona has a maximum 14 day old hemp seedling standard for microgreens.
Don't assume a commercial grower actually understands lighting theory. I have yet to meet anyone IRL outside a plant growth lab and very few people online who understand the technical aspects of the theory. I have seen "experts" promote certain wavelengths for plants of pigments only found in algae, for example.
Light intensity and measurement
In horticulture the light intensity is the PPFD (photosynthetic photon flux density) measured in micromoles of photons per square meter per second. I write it as uMol/m2/sec although it's often written as µmol m-2 s-1. With white light, and white light only, we can use lux instead of uMol/m2/sec (1) <---read the notes below. For a white light with a CRI of 70 or 80 we can use 70 lux = 1 uMol/m2/sec and be within 10% true all of the time of a quantum light meter (assuming both meters are properly calibrated). With modern phosphors using 73 lux = 1 uMol/m2/sec and be within 5% most of the time.
For a CRI 90 white light we can use 63 lux = 1 uMol/m2/sec and be within 10% all of the time and 65 lux = 1 uMol/m2/sec to be within 5% most of the time. For the sun we use 55 lux = 1 uMol/m2/sec. To be noted, most professional quantum meters claim no better than 5% absolute accuracy although the good ones I've measured were closer to within 1% as measured with my spectroradiometer. Cheap quantum light meters like the $150 one by Hydrofarm can be a crapshoot due to the sensor used (horrible design!), and the cheap LightScout meters can be problematic from an even different type of sensor used although they will be good enough for white light for non-scientific use. Based on my testing, I would not trust cheap quantum light meters for color LEDs or blurple lights.
For common measurements I use the Apogee SQ-520 for PPFD and the Extech 401025 for lux. For complex measurements I use a Stellarnet Greenwave spectroradiometer.
I have an article on using lux meters instead of quantum light meters for white light with the theory of why we can do this accurately enough:

• Using a lux meter as a plant light meter

Due to cosine correction errors, unknown sensor errors depending on the specific phone, and the way that people tend to tilt their phone back when taking a reading, I do not recommend using your phone as a light meter no matter what app you may be using. You can get proper lux meters with a remote sensor head starting at $20-$30, and particularly as a professional or heading in that direction, it's irrational not to have a proper light meter when growing plants. Know your PPFD! Don't use lux meters with the red/blue "blurple" lights- that is a case where you want to use a proper quantum light meter unless you know the lux to uMol/m2/sec conversion value.
I have been generically using 200 uMol/m2/sec (around 15,000 lux) with microgreens but a review of the literature below shows that a higher PPFD may be more optimal for both yield and phenolic content. A lot of those papers below are showing around 300 uMol/m2/sec (around 22,000 lux) may be more optimal depending on the microgreen or even around 400 uMol/m2/sec for some microgreens like basil. Few if any papers promote 500 uMol/m2/sec and above for any microgreen and some promote in the 100 uMol/m2/sec range.
To me it never made sense to have any periods of darkness when growing any vegetative plant but in most plants we are not trying to grow with elongated stems so microgreens are a special case. With some microgreens we want a very elongated stem with very small and immature leaves.
For the 24/7 in vegetative growth argument, generally speaking crop plants don't get "tired" and need to "sleep" in a vegetative state unless perhaps grown at a very high PPFD. This can be demonstrated by measuring the net photosynthesis rate by measuring the amount of chlorophyll fluorescence a plant gives off (1-2% of the light absorbed by a plant is readmitted as far red light, the amount depends on the PPFD and how efficient photosynthesis is working in the plant). I can measure the amount of chlorophyll fluorescence using my spectroradiometer or by using a large area silicon photodiode with a far red filter with a high precision, high sensitivity bench top multimeter (Rigol 3068).
Below is an example of a shot off my spectroradiometer measuring far red chlorophyll fluorescence to measure photosynthesis efficiency. In this case I was seeing how long it takes radish microgreen to "wake up" (30-60 seconds from darkness) and "go to sleep" (3-5 minutes from lights on). Different lighting spectra can give a slightly different signature depending how far the light penetrates the sample leaf. I can use this technique to see how much light a plant can "handle" short and long term (there are also other techniques like measuring the photochemical reflectance index).

• chlorophyll fluorescence over a few minute period --this is the far red light being emitted by a plant and is radish microgreens "waking up" in this case. Each line represents 2 seconds. The greater the chlorophyll fluorescence at a given PPFD the lower the photosynthesis efficiency. It takes time for certain enzymes involved with photosynthesis to be activated when the lights first turn on.

So generally speaking, running the lights 24/7 is fine for most plants we grow as far as photosynthesis.
To be noted, it is important that microgreen trays have an even PPFD so there is even stem stretching which is a compelling reason to use tube style lights.
SAG tip: if you see people throw around specific wavelengths for photosynthesis, they probably are not understanding how photosynthesis works by wavelength. If you see someone saying you need certain wavelengths for specifically chlorophyll A and B then that is most definitely a red flag and they are likely misunderstanding relative absorption charts for chlorophyll dissolved in a solvent at a relatively low chlorophyll density, rather than how leaves actually work that have a very significantly higher chlorophyll density. The notion that certain wavelengths are needed for photosynthesis simply is not true and all of PAR (400-700 nm) can drive photosynthesis. See this article for the theory:

• Green leaves and green light: what's really going on

Here is an example "technical" article where the author very clearly does not understand the theory and there are many, many mistakes in it:

• https://hightimes.com/grow/from-the-archives-light-through-the-eyes-of-cannabis-2011/

The lighting spectrum
One of the grow goals of many microgreens is long stems. What many people will do is have a period of etiolation (complete darkness) in the beginning of the grow cycle or long periods of darkness each day which encourages acid growth (cellular elongation or stem "stretching") which is different from growth through photosynthesis. Acid growth is basically where the cell walls loosen up and are able to fill up with water. A lower PPFD and lower levels of blue light as a ratio of light also causes this stretching. We don't neccessarily gain any dry yield with increased acid growth beyond increased acid growth also cause leaves to be bigger (and thinner) and thus have a greater light capture area for greater photosynthesis in the individual microgreen, but we will gain a lot more wet yield and that's important with microgreens, particularly if the focus is on having longer stems.
Blue light typically has the greatest effect on plants as it pertains to acid growth through the cryptochrome and phototropin protein groups. Far red light can cause additional acid growth through the phytochrome protein group.

• wiki link to "acid growth hypothesis"

Any discussion on the shape of the plant brought on by light like extra stretching/acid growth gets into photomorphogenesis and how the above mentioned light sensitive proteins are being expressed.

• wiki link to "photomorphogenesis" --I'm so glad this wiki entry was cleaned up and made more accurate

This is what a typical blue action response chart looks like for blue light by the specific wavelength. It's sometimes called the "three finger action response" response in botany. Remember, this is not a photosynthesis chart:

• blue three finger response

An issue is that most people are using lights with a very high CCT which has a high amount of blue light (2). Blue light generally suppresses acid growth the most and suppresses overall photosynthesis rates a bit in most, but not all, modern peer reviewed articles on photosynthesis rates by different wavelengths. We can see this in the McCree curve where blue light has a lower photosynthesis rate than red light or even 550 nm middle green light (3).
To me it never made sense to use a very high color temperature like 6500K to grow most microgreens because the relatively high 30% or so blue light component may be working against your goal of having longer stems and larger leaves (4). Higher lighting levels also decrease acid growth/stem elongation which is the argument that by having a lower color temperature light that increases stem elongation, we can negate the effects of the higher lighting levels i.e. lower color temperature with less blue at a higher PPFD may be optimal for greater yield while still keeping the stems longer.
To illustrate this point I have some pictures below of radish and peas grown at a PPFD of 200 uMol/m2/sec with the lights on 24/7 for maximum daily photosynthesis rates (a DLI of about 17 mol/m2/day).
If you grow with red/blue "blurple" light instead of white light, you may want to choose a blurple light that has lower amounts of blue light if you want longer stems. Blurple has no green light and green light acts the opposite way than blue light on plants, so it may be worthwhile to use lower amounts of blue to get more stretching (some academics have speculated of unknown green light receptors in plants but I think the blue light proteins are simply reversible like the red/far red phytochrome proteins are).
I've seen a lot of people promote 6500K because it's closer to natural sunlight. That's a bad argument known as "appeal to nature". For example, natural sunlight also has a lot of far red light which will lower anthocyanins and phenolic compounds. A lot of studies coming out show that far red will also reduce yields in some plants. If one wants to appeal to nature then why aren't they also using high amounts of far red light at a red to far red ratio close to 1:1 like it is in nature? There is nothing natural about indoor growing under artificial light sources.
BTW, all white lights are "full spectrum" by definition of having adequate red, green and blue light components. Blurple lights are not "full spectrum" because they don't have green light. It could be the case that people who use the term "full spectrum" are also including some far red and a bit of UV. It's not a recognized industrial term as per ANSI/ASABE S640 and more of a marketing term, so take it for what it is.
pics of some results
To be clear, this is not exactly a peer reviewed study I'm doing, and I'm only showing a few pics to illustrate a point, not to make hard claims. My plant count is not high enough to make hard claims nor would I make hard claims using single small grow containers, nor do I have proper climate controlled grow chambers.
All microgreens I grow are normally at a PPFD of 200 uMol/m2/sec. They are grown with the lights on 24 hours per day with an ambient temperature of 75-80 degrees F and a relative humidity of around 20% in the Mojave Desert (you absolutely can grow microgreens in low humidity environments with experience and proper technique). My CO2 levels tend to be around 700-800 ppm when I'm home.
This is what the grow setup looks like with six, 2 gallon "space buckets" that each have a unique LED configuration (the dark one lower right is actually pure UV-A). Different wavelengths, different color temperatures, some can be pulsed. This allows me to brute force the problem in a relatively tiny area:

• six buckets on a shelf

I have found that you can get a fairly straight line in the results for peas at 2000K, 3000K, 5000K and pure blue. 2000K had the longest stems and the largest leaves.

• peas at various CCT and blue

Radish was a little different in that 2000K gave the longest stems and the largest leaves but the difference between 3000K and 5000K was not as large. But 2000K is the way that I'd grow radish with how I grow. I let these get a little larger than radish microgreens should be.

• radish at various CCT --microgreen radish is not normally grown this big and you would not want to eat those shown

I prefer to grow microgreens with a lower CCT and there can be a significant difference between 2000K and 3000K white light in the microgreens I've played with. I prefer to have the lights on 24 hours per day. Your results may vary.
What about adding far red light?
Far red is tricky when it comes to plants. High amounts of far red light will definitely increase acid growth so you will get longer stems. Far red will also easily penetrate through leaves to hit the stems even when leaves block other light (far red is also highly reflected by leaves and ~10% far red is actually being absorbed in a single pass depending on leaf thickness). Far red may help drive photosynthesis in a phenomenon called the Emerson effect (5).
Far red is well known to trigger the "shade avoidance" response in plants by increased acid growth through the phytochrome protein group. The shade avoidance response is simply additional acid growth.

• wiki link to "shade avoidance"

The issue is that you need a lot of far red light to really trigger this response to get the extra elongation, and in some of my personal experiments, far red light may reduce the amount of anthocyanins and this is supported in the literature below. It's almost never the case that we want reduced anthocyanins and "purple" is its own selling point (particularly in cannabis and not just microgreens).

• tomato seedlings example with and without far red --far red suppressed anthocyanins from forming in this case. We don't grow tomato microgreens due to the high alkaloid content in the leaves.

In this study below adding far red light decreased yields and phenolic levels. A lot of studies in plants are showing that far red has no effect on yields or reduces yields:

• Adding UVA and Far-Red Light to White LED Affects Growth, Morphology, and Phytochemicals of Indoor-Grown Microgreens

Far red LEDs do have the potential to have a much higher efficacy than other LEDs and a theoretical 100% efficient 735 nm far red LED would have an efficacy of 6.14 uMol/joule.
As an aside, far red has been a bust so far for cannabis in the literature with lower yields, lower cannabinoid levels, and potential delayed flowering. It could be the case that the benefit of far red is at extremely high, outdoor sunlight PPFD levels.
Why not grow with no blue light?
This may work but you need to experiment with the specific cultivar to make sure that you get the results that you want. Blue and UV can trigger increased anthocyanin production to make the microgreens more red or purple which can be a desirable aesthetic characteristic. Blue and UV can also trigger chemicals to increase the aroma in many plants (increased phenolic compounds) which can be an argument against using lower CCT lights that have less blue light.
Furthermore, in many types of leaves you will not get normal growth without some blue light, and have unequal cellular expansion in the leaf veins and the rest of the leaf material, resulting in leaves that are "crinkled" and unnatural looking. You can see this if you grow many (all?) lettuce cultivars under pure green or pure red light and is sometimes called "red light syndrome" as used in botany.
Although I've done pure green grows, a problem with green is that green LEDs themselves have a relatively low efficacy and efficiency known as the "green gap" in semiconductor physics. Nitride (blue) and phosphide (red) LEDs can be 80% and higher efficiency, but green lies in between those so the best efficiency right now is about 40% for some Cree LEDs and most are significantly lower. This translates to an efficacy of about 1.7 uMol/joule at best (remember that efficacy and efficiency conversion values are wavelength dependent).

• Mind the (green) gap --University Of Illinois Grainger College Of Engineering

Green light generally has the opposite effect on plants than blue light from a photomorphogenesis perspective such as increasing stretching rather than reducing stretching. Green may also reduce anthocyanin and other photochemical byproducts but this gets into how you define green. In many papers, "green" is defined as 500 nm (cyan) to 600 nm (amber) and 501 nm "green" may have different results from 599 nm "green" particularly with anthocyanins. We can actually run into the same definition problem to a lesser degree with "blue" in papers.
The latest Samsung white LM301H EVO LEDs have an efficacy of 3.14 uMol/joule (about 2.9 uMol/joule system efficacy depending on the LED driver) and an efficiency of 86% for the highest bin, so it doesn't make engineering sense to use green LEDs for horticulture when it's better from an energy use perspective to use a blue LED with a phosphor for the green light component. T8 non-LED fluorescent lights, by comparison, have an efficacy closer to 1 uMol/joule and T5 tubes are only a little better. Just say no to old style mercury vapor tube fluorescent lights!
Should you grow with very high CRI lighting?
No.
Very high (above 90) CRI lights have an additional deeper red phosphor(s) in the 660 nm range and a flatter lighting spectrum with shallower spectral dips that is closer to an ideal black body radiation source (which would be CRI 100). Most white LEDs use a 450 nm or so blue LED as the phosphor pump and all the rest of the light generated is through fluorescence of the phosphors. Very high CRI lights are less energy efficient.
If you want this deeper 660 nm or so red then you are better off from an energy consumption perspective to just use lower CRI lights and add 660 nm LEDs to the light source. The latest 660 nm red LEDs can have an efficacy of over 4 uMol/joules (low 80s% efficiency).
Having additional deeper red phosphors lowers the energy efficiency of the white LED by increasing the total Stokes shift (the difference between the 450 nm LED and the wavelength of the emitted light) in the white LED which is why higher CRI LEDs tend to run a bit hotter and have a lower efficacy.
You may want to use higher CRI lights where you prepare and serve food, though, because that extra deeper red will make colors look more natural and get red meats and red fruits/vegetables to "pop" in their appearance. Lower CRI makes colors appear dull and lifeless. Personally I think that low CCT but ultra high CRI lights can look a bit weird for general use (I have a 3000K CRI 97 DIY light by my bed).
I generally recommend CRI 80 grow lights with additional red LEDs as needed.
Gimmick lighting
I have enough experience to be very skeptical with any gimmick lighting and plants. Anything outside normal upper light and side or intracanopy lighting I consider gimmick lighting.
One type of gimmick lighting that might be worth exploring for microgreens is having far red only lights on during the dark period if using a more traditional dark period rather than lights on 24/7. The idea here would be to try to boost acid growth greater than etiolation for more stem stretching. Far red may be able to drive low levels of photosynthesis on its own (the photosynthetic drop off with far red light is called "red drop" in botany).
Pure UV-A is really a no-go. I've experimented with pure UV-A and microgreens and you'll get less photosynthesis using LEDs that are less efficient and end up with dwarfed plants that give a lower yield. You'd have to experiment if you get a significant anthocyanin or phenolic compound boost. UV-A LEDs are also less electrically efficient than PAR (400-700 nm) LEDs.
UV is pretty well known for increasing phenolic compounds. One idea may be to grow with very low blue light and then add UV light in the last 24 hours to try to boost phenolic compound and anthocyanin levels.
Pulsed light is supported in some literature to boost yields 10-15% in some plants although the results in literature are mixed. Instead of say 200 uMol/m2/sec of continuous light, you may use 400 uMol/m2/sec of light at a 50% duty cycle switched at perhaps 500 Hz. They will give the identical DLI (mol/m2/day) but the higher pulsed PPFD could trigger a boost in some photochemical reactions in addition to greater potential yield....maybe.
Pulsed light could be taken a step further and maybe pulse blurple light during one part of the 50% duty cycle, and pulse far red during the other part of the 50% duty cycle, as an example. I have no idea what that would do and just throwing out ideas. I would do this at a much higher frequency like 100 KHz (even most COBs I've pulsed work at >300 KHz and would be junction capacitance limited).
Conclusion
In conclusion, I don't know what's best for you and your particular setup. A trend in the literature below supports around 300 uMol/m2/sec may be best for many types of microgreens. Yield per energy consumption may be best at a lower PPFD, though. For me to completely light profile a specific microgreen would take a few months in my setup because I more than have to try a bunch of spectral combinations, I also have to try various PPFD combinations, and I can only do six combinations at once at a lower plant count.
If I optimal light profile a particular microgreen how much greater yield or greater phenolic compound levels am I really getting? At what point is one just being pedantic? What are the established professionals doing?
But, it may be worth it to try experimenting using lower CCT lights like 2000K at a higher PPFD to get the stems to stretch more and to have larger leaves. This may allow you to run the lights 24/7 for greater photosynthesis and faster harvesting times. You have to weigh this against the possibility of lower anthocyanin and phenolic compound levels than higher CCT lights. You would have to experiment.
I do know that there is some dogma (an authoritative opinion or belief presented as a fact) when it comes to microgreen lighting and vegetative plant lighting in general that may not be true.
Finally, in my opinion there is nothing special about 6500K lights for vegetative plant growth although this narrative is commonly pushed online.
notes
(1)
What is white light is its own article and actually a complicated subject. My definition is not going to be that same as another person's definition and different industries have their own standards. I loosely define a white light source as a light source that collectively emits light that is on or near the Planckian locus of the CIE 1931 chromaticity diagram within a certain color temperature range, such as 2700K to 7000K.

• wiki link to Planckian locus

For the purpose of this article, I also define white as 2000K although many people would agree that 2000K would be an amber light source, but to me amber is a specific wavelength range. Bridgelux has a "white" LED with a CCT of 1750K that I would not consider white.
Correlated color temperature (CCT) is essentially the red to blue ratio of a white light source with a lower CCT having more red light and a higher CCT having more blue light (green light has nothing to do with CCT). "Correlated" is used because the color temperature of the artificial light source is correlated to the temperature of a light emitting black body radiation source like an incandescent light bulb or the sun in the temperature unit of Kelvin. We normally don't use "degrees" with Kelvin like Celsius or Fahrenheit because it's an absolute temperature scale. It's a "3000 Kelvin" light and not a "3000 degree Kelvin" light, for example.
Color rendering index (CRI) is how well a light source makes colors look compared to a black body radiation source like the sun. Plants don't care about the CRI. The important thing to know, however, is that higher CRI lights have additional deep red light being emitted.
You can look at very high versus lower CRI and CCT charts here:

• Bridgelux phosphor guide

(2)
The whole idea of 6500K for veg growth gets down to what is the highest color temperature that can be tolerated to be used in shop lights, warehouse lights and the like because the higher amounts of blue light helps with dynamic visual acuity and alertness. It's also close to an illuminant standard used in photometry (standard D) and about where red/green/blue have the same ratio.
6500K lights can be a little more efficient due to the lower amount of Stokes shift in the phosphor (less light is being emitted through fluorescence rather than be directly from the blue LED that is used as the phosphor pump).
There's nothing special about 6500K in growing plants. Quartz metal halides used to be used as HID lighting for plants that had a color temperature of around 4000K.
As an aside, there's nothing particularly special about specifically 2700K lights in flowering other than we may want the reduced blue. 2700K is close to what incandescent bulbs are and why they are popular. HPS is around 2100K.
For modern cannabis growing, around 3500K is fairly typical as both a veg and flowering light, and 3500K CRI 80 is what I use as a standard control light.
(SAG tip for cannabis: if you have a separate higher CCT veg light and a lower CCT flowering light for cannabis, using the higher CCT light for the first two weeks of flowering will greatly help keep the cannabis plants more compact which can be important for tight growing spaces. In the HPS days, I'd encourage people to use metal halides for the first two weeks of flowering for cannabis)
(3)
The McCree curve is only valid from a PPFD of 18-150 uMol/m2/sec and only for monochromatic light. There are papers to support that at a higher PPFD that green can drive photosynthesis greater than even red light due to red light becoming saturated on a leaf's surface while green light can penetrate and drive photosynthesis deeper in a leaf. In most leaves 80-90% of green light is being absorbed.

• The McCree Curve Demystified --Tessa Pocock, Photonics Magazine article
  
• Green Light Drives Leaf Photosynthesis More Efficiently than Red Light in Strong White Light: Revisiting the Enigmatic Question of Why Leaves are Green --Terashima et al, 2009
  

(4)
This is close to the amount of blue light in a white light source:

• 2000K is about 3 or 4% blue
  
• 2700K is about 10% blue
  
• 3500K is about 15% blue
  
• 4200K is about 20% blue
  
• 6500K is about 30% blue
  

(5)
Far red (700-750 nm) light "may" increase photosynthesis rates by increasing photochemical efficiency. There are two photosynthetic reaction centers, photosystems 1 and 2. PS2 comes first in the reactions and electrons can get "jammed" up when going from the PS2 to the PS1. PS1 can be driven by far red light so a little far red light can help clear up this electron "traffic jam". This is essentially how the Emerson effect works if adding far red to PAR light. But, the question is how well does it actually work and there are mixed results in actual modern testing.

• wiki link to "Emerson effect" --take the "far higher" photosynthesis claim with a big grain of salt

There has been a push to add far red in normal PAR (400-700 nm) measurements but this has not been adapted as an industry standard. I discuss this here:

• How Bruce Bugbee's ePAR has been rejected as an industrial standard.

links to open access literature
Remember that just because there are optimal conditions in a lab does not necessarily mean those results are optimal for a commercial grow operation.

• Intensity of Sole-source Light-emitting Diodes Affects Growth, Yield, and Quality of Brassicaceae Microgreens --blasting microgreens with high amounts of light may be a bad idea
  
• Light Intensity and Quality from Sole-source Light-emitting Diodes Impact Growth, Morphology, and Nutrient Content of Brassica Microgreens --mentions the role of gibberellins and not just auxins in acid growth. More light means smaller leaves.
  
• Effects of Light-Emitting Diode Light Irradiance Levels on Yield, Antioxidants and Antioxidant Capacities of Indigenous Vegetable Microgreens --you really have to look at the plant type to determine the optimal PPFD for stuff like phenolic compound levels. Highest yield per energy consumption is not neccessarily at a higher PPFD.
  
• Exploration on Using Light-Emitting Diode Spectra to Improve the Quality and Yield of Microgreens in Controlled Environments ---Ph.D thesis. TL;DR- greater blue decreases stem length and makes leaves smaller
  
• Growth and Appearance Quality of Four Microgreen Species under Light-emitting Diode Lights with Different Spectral Combinations
  
• Blue and Red LED Illumination Improves Growth and Bioactive Compounds Contents in Acyanic and Cyanic Ocimum basilicum L. Microgreens --there are some contradictions here with other research
  
• Continuous LED Lighting Enhances Yield and Nutritional Value of Four Genotypes of Brassicaceae Microgreens --continuous light generally increased anthocyanins and yield went up
  
• Hemp microgreens as an innovative functional food: Variation in the organic acids, amino acids, polyphenols, and cannabinoids composition of six hemp cultivars
  
• Continuous lighting can improve yield and reduce energy costs while increasing or maintaining nutritional contents of microgreens --uses low PPFD for a longer period
  
• LED irradiance level affects growth and nutritional quality of Brassica microgreens --330 and 440 uMol/m2/sec did best
  
• Updates on Microgreens Grown under Artificial Lighting: Scientific Advances in the Last Two Decades --meta study
  
• Effect of Different Ratios of Blue and Red LED Light on Brassicaceae Microgreens under a Controlled Environment
  
• Effect of end-of production continuous lighting on yield and nutritional value of Brassicaceae microgreens
  
• Blue versus Red Light Can Promote Elongation Growth Independent of Photoperiod: A Study in Four Brassica Microgreens Species
  
• Consumer Preference for Microgreens in the Presence of LED Lights and Information Treatments
  
• Adding UVA and Far-Red Light to White LED Affects Growth, Morphology, and Phytochemicals of Indoor-Grown Microgreens --adding far red increases elongation and reduced yields. This is why the notion that far red drives photosynthesis better should be taken with a grain of salt.
  
• Response of Mustard Microgreens to Different Wavelengths and Durations of UV-A LEDs
  
• Applying Blue Light Alone, or in Combination with Far-red Light, during Nighttime Increases Elongation without Compromising Yield and Quality of Indoor-grown Microgreens --I'd want to see other people duplicate this paper before putting too much stock into it
  
• Effects of Different Light Spectra on Final Biomass Production and Nutritional Quality of Two Microgreens --this paper contradicts other papers
  
• The growth and morphology of microgreens is associated with modified ascorbate and anthocyanin profiles in response to the intensity of sole-source light-emitting diodes --phenolic and anthocyanin content increased with increased PPFD
  
• Differential Effects of Low Light Intensity on Broccoli Microgreens Growth and Phytochemicals --50 uMol/m2/sec gave the greatest yields
  
• The Effect of Blue Light Dosage on Growth and Antioxidant Properties of Microgreens
  
• Can Light Spectrum Composition Increase Growth and Nutritional Quality of Linum usitatissimum L. Sprouts and Microgreens?
  
• Light Intensity and Photoperiod Affect Growth and Nutritional Quality of Brassica Microgreens
  
• Influence of the radiation intensity of LED light sources of the red-blue spectrum on the yield and energy consumption of microgreens
  
• The Inclusion of Green Light in a Red and Blue Light Background Impact the Growth and Functional Quality of Vegetable and Flower Microgreen Species --high PPFD is better
  
• The Response of Egyptian Spinach and Vegetable Amaranth Microgreens to Different Light Regimes --blue could reduce yields
  
• Effects of Greenhouse vs. Growth Chamber and Different Blue-Light Percentages on the Growth Performance and Quality of Broccoli Microgreens --blue reduced yields
  

tldr: Particles as wave functions. Wave packets. Superposed waveforms as a potential description of Neutrons and how this might relate to Neutron decay.
I'm posting this here and over at FringeTheory and to my own userprofile. Why? Because it's a cool idea. And because I posted it at Quantum and I think they hid it or removed it... since it doesn't show up there anymore.
I did an edit earlier, which I'll leave up. But I'm also going to add one little bit extra in the section on neutron decay.
It's something based on quantum field theory (ie. energy producing particles from the quantum field). So, here we go...
Users in this sub ought to be familiar with the idea of a particle having/being described as a wave function. So that got me wondering "what about the properties of such a wave?"
So I did some searches on wave packets in particular. Why? Because a wave packet has some properties that are more "particle-like" than an ordinary cyclic wave.
And when I looked at images of wave packets, something else became apparent.
Wave packet image
We know that different kinds of waves can be superimposed/combined with each other to form another wave with different properties.
So, at the quantum level, if you had Energy in a wave packet, that wave could combine with another wave in different ways.

• This might be what allows electrons to absorb EM waves/photons and re-emit them later.
  
• If an electron and a proton are both wave packets/standing waves, the 2 wave functions could combine to make another wave that is a combination of the 2. (ie. a neutron?)
  

Now I know some people aren't going to like this idea. Why?
Because a) it conflicts with what they've memorized from a textbook and b) I'm not an authority figure in the field.
But there is some evidence and some new thinking to support the idea that neutrons are a combination of 1 electron and 1 proton.

• Unlike Electrons and Protons which are stable ( E = 6.6×10²⁸ years P = 1.67×10³⁴ years ) the half life of a Neutron outside a nucleus is between 12 to 15 minutes.
  
• And the decay products of a Neutron include: 1 Electron, 1 Proton and some Energy.
  

If you look at a Feynman diagram, it shows the Neutron decay producing a Proton, and electron, some energy and an electron antineutrino.
I got a bit curious about the antineutrino and looked it up:

The electron neutrino is an elementary particle which has zero electric charge and a spin of 1⁄2. It was first hypothesized by Wolfgang Pauli in 1930, to account for missing momentum and missing energy in beta decay.

So what's important to understand is that this particle has never been observed directly and its existence is implied in order to balance out an equation. In terms of wave packets, a neutron might be a combination of the wave packets of an electron and a proton when they're brought together in the right way to form a combined waveform. An electron antineutrino might be one kind of wave form (stable or not) produced when the neutron breaks up.
So it's possible that, under the right circumstance, the 2 different waveforms/wave packets might combine to form another waveform, which is what a neutron is.
It's possible that the combination waveform/wave packet is stable within an atom, but unstable (15 minute half-life) for whatever reason outside an atom.
Edit: Since this post is now hidden, I can add on some further thoughts without giving a fuck what anyone thinks.
If you want to learn anything in order to understand it, you're better off learning the basics first and the details later.
So with Quantum Field Theory what are the basics?
There's Energy (that acts) and there's a Field (acted upon). Pretty simple I'd say.
But what does the Energy do in/to the Field?
It creates waves. And now we've got 3 things. Energy, a Field and complex phenomena (waveforms) within the Field.
So in order to advance one's understanding, one would want to know:

• Properties (or a clear definition) of Energy
  
• The properties of the Field (we already know quite a bit about the properties of Spacetime aka: the Quantum Field)
  
• The various types of Waves and their properties.
  

And if someone knows these things well enough, they're already off to a great start!
To a Quantum Field theorist, everything ought to be viewed first and foremost as a wave. Let the particle physicists try and puzzle things out from the top down. QFT starts with the fundamentals and evolves detail from solid principles.
So there are plain, repetitive type waveforms. If these were audible they be a steady tone.
Then there are wave packets, which are not steady and repetitive. If these were audible, they'd be more like a note.
And it's these wave packets that form fundamental particles. And if you want to understand the properties of particles and their interactions with each other, you need to understand the properties and interactions of waves.
In this case, the waves are wave packets in a quantum field. But they're still waves. So they can interfere with each other (double slit, hello?) they can exist in superposition (sounds familiar) and they can even combine with each other (think electron fields slowing down the speed of light or electron wave packets absorbing an EM wave/photon).
You can also look at the results of the CERN experiments in terms of quantum waves. When they smash protons into each other, that's 2 wave packets forced into interactions that would normally never occur (because of the Coulomb Force). That spray of "exotic particles" can now be seen for what it really is. Disrupted wave packets (of energy in the Quantum Field) that have a wide variety of properties and usually a very temporary existence.
Gravity?
Due to the effects of Energy (in a wave packet) on the Field. It's also noteworthy to realize that, ultimately, one kind of wave can produce Mass while the other kind can not. And if a wave can have Mass, that means Gravity is ultimately caused by waves (wave packets/particles). Wave packets of Energy (expressed as eV) have what could be called a "mild compressive effect" on the quantum field/spacetime. There's a kind of tension in the field (caused by energy on the field) to express the stable pattern of the wave packet (of a particle). One part of a wave packet is the Energy, and the other part is the Field expressing the effect of the Energy.
So it's easy to see how Gravity arises as a secondary effect. There's no stupid ass Higgs Boson or separate Higgs Field. Mass and Gravity both result from the direct and indirect effects of Energy on the Field. Particles are wave packets and Gravity is what happens when an object stretches the quantum field in 4 dimensions.
I could go on, but you should be able to see my point. If you understand the basics (instead of trying to impress people with memorized details) you can look at EM waves and Particles as both being types of waves of Energy in a Field.

Hello,
I volunteer with an FLL team. If you don't know what that is, it's an activity for middle/elementary schoolers, where they build robots out of Legos to learn engineering skills.
We currently have 3 blind members who require audio instructions to stay in the program, but the instructional diagrams are all purely images. It's possible to help blind members by just describing it, but the teacher is also going blind... If the teacher can't utilize the instructions, that's clearly a pretty big issue.
We're a very, very small group of volunteers, so our resources are limited. Still, as a disabled person myself, the idea of having to replace the teacher or giving the blind students subpar education because the material isn't accessible feels absolutely horrible.
We're brainstorming ideas right now, but with limited success. Manually typing up instructions in Spanish that can then be put through a screen reader is our current approach, but it's very inefficient. So, I thought I'd ask yall, since you may have experience here or words of wisdom.
Thank you :)

Hello everyone,
I am doing my own research on verbal intelligence and visual-spatial intelligence.
I've noticed that in humanities classes(English, History...) you can mostly get by with only knowing how to read and write primarily verbal information.
You learn about an event in history by reading about it. Then you can write about the knowledge you have. Visual information plays only a minor role or none at all.
In contrast, in Science, specifically Biology and Geology Education there's a lot of diagrams. For instance, if you want to learn how Photosynthesis happens you need to "memorize" "Complex Diagrams" about the whole process.
My conclusion, from observing various students is that students who are naturally good at memorizing diagrams gravitate to these fields. While the students who don't; they take one class and then don't pursue the subjects further.
Hence, in many learning institutions "explict instruction" on how to read diagrams, how to memorize diagrams is not taught. I understand there's some universities were they do but it seems to be more of an exception.
Which leads me to wonder aren't the people who design the curriculums aware that diagrams instead of making it easier to understand the concepts can make it harder?

Hello everyone,
I am doing my own research on verbal intelligence and visual-spatial intelligence.
I've noticed that in humanities classes(English, History...) you can mostly get by with only knowing how to read and write primarily verbal information.
You learn about an event in history by reading about it. Then you can write about the knowledge you have. Visual information plays only a minor role or none at all.
In contrast, in Science, specifically Biology and Geology Education there's a lot of diagrams. For instance, if you want to learn how Photosynthesis happens you need to "memorize" "Complex Diagrams" about the whole process.
My conclusion, from observing various students is that students who are naturally good at memorizing diagrams gravitate to these fields. While the students who don't; they take one class and then don't pursue the subjects further.
Hence, in many learning institutions "explict instruction" on how to read diagrams, how to memorize diagrams is not taught. I understand there's some universities were they do but it seems to be more of an exception.
Which leads me to wonder aren't the people who design the curriculums aware that diagrams instead of making it easier to understand the concepts can make it harder?

Looking for a book that has entries on different fantasy beings, but presented like scientific facts. I'm not necessarily looking for books that have tales related to each creature, I want things like scientific diagrams, info on diets, height and weight ranges, habitats etc. Distinctions between different biome mermaids, or brownies vs redcaps. The cooler the illustration, the better.
PS: I have all of the "-ology" books that were so popular when I was in elementary school. Just saying because my mind immediately goes there with this topic, but I want something beyond that.
​
Thanks!

Hi everybody. I have been introspecting a lot lately, and my “style” of mathematical thinking has been a major object of my reflection. I have been trying to understand, in more general terms, how I (and others) approach mathematics, and formulate a general theory of mathematical “style”. I’d like to present what I have come to so far, and see what you guys think. It goes without saying that my theory is constrained by the mathematics that I have studied: if I am restricting myself to subjects I’ve taken at university, these are the whole calculus sequence, linear algebra, real analysis (up to Lebesgue integration), abstract algebra (up to Galois theory), and some mathematical logic. Outside of school, I have self-studied categorical logic (using MacLane-Moerdjik), set theory (with Kunen’s book), and general topology (Munkres), and I’m working through Hatcher’s work on algebraic topology. Thus my own mathematical knowledge is certainly elementary compared to some of you, and I’m eager to hear your views on what I’m about to propose.
Essentially, based on introspection, I think that mathematical thinking takes two basic forms, which I will call “static” and “dynamic”. Static mathematical thinking involves cleanly isolating some “eternal” behavior of an object: it’s not concerned with how the object “moves” or “changes” in relation to others, but instead attempts to “fix” it, in some sense. Perhaps the exemplar of this sort of thinking can be found in universal properties or diagram chasing: in a sense such constructions highlight exactly how something is “fixed”.
On the other hand, dynamic mathematical thinking involves dealing with the more messy “moving” or “zooming” properties of an object: what happens when you “get closer” to it or deform it in some way (not in the topological sense, mind you). This kind of thinking involves more “localization”: the objects are still dealt with in terms of abstract properties (we are doing mathematics, after all), but the properties of interest are not “eternal” characterizations. Instead, they are more about how the objects behave in certain situations, and interesting ways in which the different situations “break” or change things.
Note that this is not a rehashed version of the algebra/analysis distinction — while it has some resemblances to it, I believe there are genuine differences — for example, much of functional analysis to me seems more “static” than dynamic, and algebraic topology probably leans towards the “dynamic” side (though maybe this is a bias I get from learning through Hatcher rather than say, Rotman). Indeed some areas of mathematics sit in the “middle”: much of topology could be approached either way. However some are very much one way or another: I don’t think I can see set theory as anything but static. It’s also interesting to categorize the various shades and varieties of geometry. Measure theoretic geometry seems dynamic, but differential geometry (particularly intersections with Lie theory), seems to sit in the middle, while my impression of algebraic geometry is that it is largely static.
Thoughts on this scheme?

Full print for context

English is not my native language, so I write using a translator. I would like to ask how the same “creature” stage will be implemented? Because creating a bunch of cells that would organize a single organism would be incredibly resource-intensive for the computer and the player (For example, how would the player implement the same brain?). Therefore, I have a small proposal: we could implement something like an organ editor, in which we would create cells that would be responsible, for example, for the digestion process or the photosynthesis process. And in this way a whole organism would then be assembled.
I would also like to know how interaction with society will be implemented? You can use, for example, the Dwarf Fortress method, when you do not directly control the population, but distribute tasks for construction, obtaining food, and so on. In this way, it would be possible to rebuild a city and, if several neighboring cities were captured, a kingdom could be founded; then, in order to reduce the load on the computer, the game would stop reading creatures as individual organisms and would simply show the moods and needs of society in diagrams and graphs.

Ever feel like you just…reached the end of TV? We are running low on shows we can agree on. I like comedies & dramedies, he likes those plus more drama & action. Here’s the Venn diagram:
WE BOTH LOVE: - 3rd Rock From the Sun - Abbott Elementary - Acapulco - The Afterparty - Animal Control - The Bear - Bored to Death - Brooklyn 99 - Cheers - Cobra Kai - Colin from Accounts - Community - Detroiters - Foundation - Frasier (the original) - Fresh Off the Boat - Futurama - The Good Place - The Great - His Dark Materials - Home Improvement - King of the Hill - Martin - The Marvelous Mrs. Maisel - The Mindy Project - Mr. & Mrs. Smith - The Nanny - New Girl - The Orville - Only Murders in the Building - Parks and Recreation - Resident Alien - The Righteous Gemstones - Scrubs - Star Trek Discovery - Tacoma FD - Ted Lasso - The White Lotus
MY THING, NOT HIS - Atlanta - Black-ish - Bojack Horseman - Corporate - Insecure - Schitt’s Creek
HIS THING, NOT MINE - Andor - Big Bang Theory - For All Mankind - Halo - House - Jack Reacher - Lucifer - The Mandalorian - Modern Family - The Rookie - Silo - Star Trek The Next Generation - Star Trek Strange New Worlds - Succession - Ted - Two and a Half Men - Upload - Yellowstone
Adding to this list as people list shows I forgot to write down. What do you suggest we try next?

*LIST OF DIAGRAMS FOR DRAWING: 1. PHASES OF MITOSIS 2. ROOT HAIR(NORMAL) 3. ROOT HAIR (PLASMOLYSED) 4. STOMATAL APPARATUS (Open and closed) 5. STRUCTURE OF CHLOROPLAST 6.EXPERIMENT TO SHOW OXYGEN IS GIVEN OUT DURING PHOTOSYNTHESIS 7. CELL CYCLE 8. STRUCTURE OF DUPLICATED CHROMOSOME 9. T.S OF ARTERY AND VEIN 10. L.S OF KIDNEY 11. NEPHRON 12. URINARY SYSTEM 13. MALPIGHIAN CAPAULE 14.NEURON 15.REFLEX ARC 16. HORIZONTAL SECTION OF EYE( BLACK &WHITE) 17. EYE DEFECTS AND CORRECTION(MYOPIA AND HYPEROPIA) 18.INNER EAMEMBRANOUS LABYRINTH (CAN PRACTICE FROM QE6) 19. SPERM AND OVUM
DIAGRAM BASED QUESTIONS CAN BE ASKED FROM ANY DIAGRAM OF THE RELEVANT CHAPTERS AND HENCE LABELLINGS SHOULD BE LEARNT AND PRACTISED
i’ve seen a lot of people asking for diagrams. my teacher sent this, thought i would share it. if i’ve missed out on any let me know.

WGM employs many employees in several departments and maintains information about their project team staff and the projects that they work on.
Perform CSDP steps 1 ~ 6 and submit your final ORM diagram (you are not required to submit the results of the interim steps, only the final diagram) for the following business concern.
WGM business concern
A modern white goods manufacturing company (WGM) employs many employees in several departments such as Product Design (PD), Manufacturing (M), Information Technology (IT), Sales & Marketing (SM), Finance and Accounting (FA), and Human resources (HR). Each of these departments has a department manager (DM). The chief executive officer (CEO) has implemented a matrix approach for project teams. In a matrix organization, project team members report to a project manager (PM) as well as their department manager. This allows the WGM company to solve problems using a project team without having to realign the department.
With each new project, the PM selects the expertise needed and contacts each of the departments to locate any available staff member. The team then comes together to work on the project and, once completed, is returned to the available pool, ready for the next assignment. Whilst on the project, each of the employees is given a Project Role. An employee will only have one role within a project. Depending on the nature of the project and the skills required, some employees may be on multiple projects at the same time.
The following table shows a sample list of employees, including their departments and their employment start and finish dates.
Tips and Hints
Please note that in the story of the UoD, some values or entity types are mentioned in the above scenario but may not be included in the details below. This is a deliberate omission, and you can make reasonable assumptions about the data.
​

• Keep things simple, and do not over complicate the scenario.
• Avoid adding additional information into the scenario, stick to what you have been given.

Employee Details
Employee ID
​
Employee Name
​
Employee Mobile
​
Department
​
Employment
Start Date
​
End Date
P2301
​
Angela
​
0149 634 514
​
IT
​
15/04/1998
​
P2450
​
Suraj
​
0146 634 527
​
M
​
01/02/2011
​
31/12/2014
01/02/2018
​
01/01/2024
P2845
​
Nurein
​
01408 346 539
​
SM
​
15/04/2002
​
P2102
​
Seth
​
​
SM
​
02/07/2016
​
31/12/2017
01/04/2020
​
P2205
​
Jasmine
​
0146 734 551
​
IT
​
01/03/2004
​
P2406
​
Angelo
​
​
M
​
15/04/2018
​
14/12/2018
P2507
​
Jack
​
0149 634 573
​
FA
​
12/08/2017
​
P2784
​
Gowri
​
​
HR
​
01/12/2020
​
P2019
​
John
​
0145 634 595
​
HR
​
15/11/2018
​
P2005
​
Callum
​
0146 637460
​
M
​
01/03/2021
​
01/02/2024
P2114
​
John
​
0415 987 256
​
PD
​
05/02/2000
​
P2912
​
Robert
​
0413 784 512
​
M
​
06/12/2019
​
P2713
​
Narelle
​
0414 784 256
​
FA
​
24/08/1999
​
The project details are reported and include important aspects, including a description and other relevant information needed to identify and track the project. The information recorded includes the project name, duration, and team details such as name, department and role within the project.
A project team employee has only one role in the project. As shown in the examples, the project roles are used in a project description.
Project Roles
Project Role
​
Code
Project Manager
​
PM
Software Developer
​
SD
System Analyst
​
SA
Database Developer
​
DD
User Interface developer
​
UID
Tester
​
T
Below are 2 examples of the Project Description records – these records are a summary of the initial key project information.
During the execution of a project, any project team employee who leaves WGM will be replaced by another employee.
Project Description (Example 1)
Project ID
​
PR04952
Project Name
​
Touchpad interface integration
Project Sponsor
​
Innovation and Change
Start Date
​
01/02/2022
​
Budget
​
$1 mil AUD
Project Description
​
Touchpad interface integration improvement with touch sensors
Project Duration (year)
​
2.5 years
Project Scope
​
Touchpad interface with motion and proximity sensors.…
Note: More details, including deliverables, would be developed in the project documentation and not needed here in the description
Project Members
​
Role
​
Name
PM
T
SA
SD
UID
DD
SA
​
John (P2019)
Angela (P2301)
Narelle (P2713)
Nurein (P2845)
Jasmine (P2205)
Seth (P2102)
Callum (P2005)
Total Number
​
7
Project Description (Example 2)
Project ID
​
PR07845
Project Name
​
Dry and wash sensory upgrade
Project Sponsor
​
Research and Development
Start Date
​
15/05/2020
​
Budget
​
$ 75 000 AUD
Project Description
​
Combination sensory upgrade
​
Project Duration
(year)
​
3
Project Scope
​
Sensory detection upgraded to extended levels.
Mobile application sensory control application…
Note: More details, including deliverables, would be developed in the project documentation and not needed here in the description.
Project Members
​
Role
​
Name
PM
​
Jack (P2507)
T
​
Angela (P2301)
UID
​
Callum (P2005)
SA
​
John (P2114)
DD
​
Suraj (P2450)
SD
​
Robert (P2912)
​
Total Number
​
6
​
​
Task 1a. Present a list of elementary facts that fully and explicitly verbalise the fact types contained in the scenario description.
Task 1b. Apply the Conceptual Schema Design Procedure (steps 1 – 7) to a given business concern (group task)

There's absolutely okay to be read on the show (my username is pronounced cheer-row).
I've been wanting to post on here about my dream but couldn't get myself to do it until I listened to the premonition episode because now I didn't have an excuse not to talk about both things.
I don't really dream and if I do I don't ever remember them, which makes this dream so odd. A little backstory that makes what I see in the dream make a little bit more sense, I grew up and spent most of my childhood in the foothills area of California namely around the area where the Gold Rush happened(around the Angels camp and Sonora area). When I had this dream I had just started the third grade at a new school, I was about 9 or 10 at the time. The dream starts with me walking through and abandoned Gold Rush town, it was aged and very worn down and some of the buildings were even scorched on the outside. I decided randomly to go into one of the buildings and on the inside was essentially an average American elementary School classroom. The alphabet lining the ceiling, lots of fun diagrams of what you'll learn, tables set ups in a way that not everyone is looking at the front of the classroom(I swear some of the worst classrooms that that's where elementary). As I enter the teacher immediately notices me and says my name, I know it's my name but all I hear is static. The teacher introduces me to the class and all the students start saying hi to me and every time they say my name it's static. All the students and the teacher looked like average people you would see at the time I was going to school (early 2000s), except for one person. I knew they were a boy and that they looked similar to me except I couldn't see their face, it wasn't like they didn't have one it was more of I just couldn't comprehend it. As I looked at this boy there was a deep familiarity and a connection that I just couldn't quite explain, they also said my name but it was different it wasn't static but I still couldn't hear it and for some reason them saying it made me really happy. I go to sit down next to this boy because the only empty seat was next to him, after I sat down I woke up. This dream has stuck with me for over 17 years, I don't know why it is so vivid in my memory compared to any other dream I've had.
I would love to hear your guys's opinion on what you think my dream was about. I believe I know what the dream means now that I've accepted who I am. I believe that this dream was my internal psyche trying to tell me I am a trans man. The static name being my dead name, the name the boy uses for me is the name I have chosen and that gives me euphoria from hearing it, and the reason I couldn't see his face was because I have no clue what I'm going to look like when I'm transitioned.
Now onto my stupid premonitions.
So I grew up having weird stupid premonition dreams. I would have these weird hyper realistic dreams of me most of the time doing nothing and I would vaguely remember them when I wake up until I would experience those dreams again in reality. The first instance of me remembering this happening is me having a dream of playing Starbound years before it came out and I only remembered it when I proceeded to see the exact same scene years later while I was playing, at that time of the dream nothing for the game was really visible to the public. I hate that they're always dumb useless things (mostly cuz I'm a homebody doesn't do shit) like literally just me cooking. I'll have one last month of a dream I had probably a year beforehand of me just cooking and I know it wasn't deja vu because I was listening to a brand new to episode of the boys podcast, the kettle that we had just got in about a month before was is in it and the News was on. The human brain is weird and stupid.